WorldCat Identities

Hiebert, Elfrieda H.

Overview
Works: 82 works in 198 publications in 2 languages and 5,445 library holdings
Genres: Case studies  Textbooks  Abstracts 
Roles: Author, Editor, Other
Classifications: LB1050.46, 428.4076
Publication Timeline
.
Most widely held works by Elfrieda H Hiebert
Authentic reading assessment : practices and possibilities by Sheila Valencia( Book )

10 editions published between 1993 and 1996 in English and Chinese and held by 895 WorldCat member libraries worldwide

Presenting nine case studies describing new assessment efforts, this book is designed to foster communication and dialogue about the products and the processes of development. Comprehensive introductory and concluding chapters examine the background of and future challenges facing authentic assessment. Intermediate chapters discusses authentic assessment in the classroom, beyond the classroom, and large-scale authentic assessment. Chapters in the book are: (1) "Definitions and Perspectives" (Elfrieda H. Hiebert and others); (2) "Literacy Portfolios: Windows on Potential" (Jane Hansen, with commentary by Robert J. Marzano); (3) "Assessment and Evaluation of Literacy Learning" (Jan Hancock and others, with commentary by John J. Pikulski); (4) "Rhode Island's Literacy Portfolio Assessment Project" (Mary Ann Snider and others, with commentary by Robert C. Calfee); (5) "Portfolio Assessment: Experiences at the Kamehameha Elementary Education Program" (Kathryn H. Au, with commentary by Ileana Seda); (6) "Literacy Portfolios for Teaching, Learning, and Accountability: The Bellevue Literacy Assessment Project" (Sheila W. Valencia and Nancy A. Place, with commentary by Kenneth P. Wolf); (7) "A Multilayered Assessment Package" (Teri Bembridge, with commentary by Marjorie Y. Lipson); (8) "California's New English-Language Arts Assessment" (Barbara Weiss, with commentary by P. David Pearson); (9) "Redesigning Teaching and Learning: The Arizona Student Assessment Program" (Mary W. Garcia and Kathy Verville, with commentary by Charles W. Peters); (10); "The Maryland School Performance Assessment Program: A New View of Assessment" (Barbara A. Kapinus and others, with commentary by Karen K. Wixson); and (11) "Realizing the Possibilities of Authentic Assessment: Current Trends and Future Issues" (Sheila W. Valencia and others). (RS)
Literacy for a diverse society : perspectives, practices, and policies( Book )

6 editions published in 1991 in English and held by 585 WorldCat member libraries worldwide

Finding the right texts : what works for beginning and struggling readers by Elfrieda H Hiebert( Book )

10 editions published between 2008 and 2010 in English and held by 503 WorldCat member libraries worldwide

"Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features - including linguistic and conceptual content - in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K-6 students at a variety of ability levels."--Jacket
Getting reading right from the start : effective early literacy interventions( Book )

5 editions published between 1994 and 2001 in English and held by 502 WorldCat member libraries worldwide

This edited book brings together descriptions of seven literacy intervention programs used by experts to prevent early reading failure in grades K-1. Programs focus on story book reading and writing with attention to word-level strategies, and are developmental, not remedial. Early childhood literacy, diagnosis and treatment of reading difficulties
Reading more, reading better by Elfrieda H Hiebert( Book )

8 editions published in 2009 in English and held by 378 WorldCat member libraries worldwide

Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and pr
Teaching and learning vocabulary : bringing research to practice( Book )

10 editions published between 2005 and 2010 in English and held by 234 WorldCat member libraries worldwide

"Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning during the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension." "This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency."--Jacket
Early literacy instruction by Elfrieda H Hiebert( Book )

4 editions published in 1998 in English and held by 222 WorldCat member libraries worldwide

Designed for teachers, parents, and teacher educators who are looking for an accessible text on the topic of learning to read, this book's comprehensive scope encompasses standards for early literacy instruction, instructional strategies, alternative assessment procedures, strategies for making connections, and ways to integrate children's home literacy into the classroom. Each chapter begins with a set of vignettes, which are windows into the thinking, reading, and writing of young children. The book presents a balanced perspective of literacy instruction--it balances among the language arts, between holistic literacy activity and specific skill development, and between a school-to-home and home-to-school connection. Chapters in the book are: (1) Beginning the Process: Understanding the Perspective; (2) How Do Young Children become Literate?; (3) What Do Young Readers and Writers Learn in Becoming Literate?; (4) The Oral Language Patterns of Early Literacy Classrooms; (5) The Texts of Early Literacy Classrooms: Texts Children Read; (6) The Texts of Early Literacy Classrooms: Texts Children Write; (7) The Learning Contexts of Early Literacy Classrooms: Events, Lessons, and Activities; (8) Assessment in Early Literacy Classrooms; (9) Connecting Early Literacy Classrooms to Literacy Communities in and beyond the School; (10) Connecting to Children's Homes and Communities; and (11) Connecting to Communities of Early Literacy Teachers. Contains a list of approximately 200 children's books, and approximately 250 references. (Rs)
Research-based practices for teaching common core literacy( Book )

2 editions published in 2015 in English and held by 196 WorldCat member libraries worldwide

Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core State Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Closing chapters situate the Common Core within a continuum of educational policy and legislation
Revisiting silent reading : new directions for teachers and researchers( Book )

5 editions published in 2010 in English and Undetermined and held by 167 WorldCat member libraries worldwide

Literacy leaders come together to give advice about silent reading instruction and how to make it work in your classroom. --from publisher description
Creating an integrated approach to literacy instruction by Taffy Raphael( Book )

1 edition published in 1996 in English and held by 123 WorldCat member libraries worldwide

Literature anthologies : the task for first-grade readers by Shailaja Menon( Book )

3 editions published in 1999 in English and held by 90 WorldCat member libraries worldwide

A study considered the tasks for beginning readers posed by currently available beginning reading programs. A set of guidelines for evaluating beginning reading texts was identified. According to the model used, such texts should be "engaging, accessible, and generalizable." These guidelines were used to examine the literature components of these influential first-grade reading programs--a Literature-Core (lc), a mixed Literature/Phonics (lp), and a Phonics-Core (pc) program. The study found that (1) all three programs rated favorably on the content portion of the "engagingness" scale, though the lc program rated higher in terms of language and design; (2) none of the texts proved to be very accessible; and (3) all of the programs introduce children to most of the 100 most frequent words in English. Even the very early texts, however, introduce children to a large number of rimes without providing many repetitions of them, which renders the text less generalizable. As a group, these three programs do not attend to text characteristics that are crucial in promoting reading acquisition. If struggling readers are not to be left behind, these issues must be addressed before early reading texts are published and selected. Contains 2 figures, 7 tables of data, and 41 references. Appendix a contains "Text Engagingness Rating Scales"; Appendix b lists the "100 Most Highly Frequent Words in English"; and Appendix c contains the "Description of Decodability Levels." (Nka)
Dilemmas and issues in implementing classroom-based assessments for literacy : a case study of the effects of alternative assessment in instruction, student learning and accountability practices by Elfrieda H Hiebert( Book )

3 editions published in 1993 in English and held by 87 WorldCat member libraries worldwide

Effects of introducing performance-based assessments into the classroom were studied by examining instruction, student learning, and teacher attitudes and practices. As part of the larger study, workshops were conducted with third-grade teachers from three schools engaged in constructing performance assessments of literacy. Data from transcripts of these workshops are the focus of this analysis of issues and dilemmas that arose. The task of embedding assessments like running records and written summaries into the instruction and assessment process elicited quite different responses from teachers. At one school, teachers analyzed and debated all aspects of assessment development and instruction. At another, teachers emphasized specifics and moved quickly to implement the assessments and develop specific instructional techniques and scoring schemes. At the last school, a global perspective on literacy and its assessment created the most dissonance because teachers realized that some of their students did not read very well, and they differed in reacting to this information. Mandated classroom-based assessment should be implemented with an awareness that teacher responses may vary greatly. Two tables present study findings. (Contains 29 references.) (Sld)
Text matters in learning to read by Elfrieda H Hiebert( Book )

4 editions published in 1998 in English and held by 87 WorldCat member libraries worldwide

A study examined the opportunities provided by several types of text for beginning readers to learn about three aspects of written English: (1) consistent, common letter-sound patterns; (2) the most frequent words; and (3) the contexts of sentences and texts. Results indicate that texts based on high-frequency words give beginning readers ample opportunity to learn highly frequent words but may impede use of letter-sound knowledge because of the irregular patterns of many of these words. While phonetically regular texts compensate for this problem, occasions for developing fluency with high-frequency words may be few. Texts chosen for literary merit or predictable sentence and text patterns compensate for these problems by providing natural language, a close picture-text match, and predictable text structure, but the variety of different high-frequency and phonetically regular words in literature and little books make these texts demanding for beginning readers. Results also indicated that beginning readers require texts that allow them to become proficient with all three aspects of written English. Findings suggest that such experiences can be provided in two ways: all three of the "single-criterion" texts can be used in first-grade programs, or multiple-criteria texts modeled after some of Dr. Seuss's books can be developed. Contains 53 references and 2 tables and a figure of data. (Rs)
Every child a reader : [applying reading research in the classroom]( Book )

1 edition published in 1998 in English and held by 86 WorldCat member libraries worldwide

Extensive research over the past 30 years has established the classroom and home experiences that support independent reading by the end of third grade. This set of eight six-page pamphlets draws on this research in providing teachers with practical suggestions on improving children's reading achievement. It includes practices easily incorporated in any classroom, along with references to help teachers learn more. Along with a comprehensive Overview, eight topic areas that are fundamental to children's reading success are covered: (1) Oral Language and Reading; (2) Concepts of Print, Letter Naming, and Phonemic Awareness; (3) Phonics and Word Recognition Accuracy; (4) High-Frequency Words and Fluency; (5) Strategic Comprehension; (6) Writing and Reading; (7) Engagement and Interest in Reading; and (8) School-Wide Reading Programs. (Rs)
From present to future : beyond becoming a nation of readers by Judith A Scott( Book )

4 editions published between 1988 and 1990 in English and held by 74 WorldCat member libraries worldwide

Teaching emergent bilingual students : flexible approaches in an era of new standards( Book )

4 editions published in 2016 in English and held by 65 WorldCat member libraries worldwide

Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative
Pearson common core literature( Book )

1 edition published in 2015 in English and held by 20 WorldCat member libraries worldwide

Quickreads : a research-based fluency program by Elfrieda H Hiebert( Book )

8 editions published between 2003 and 2005 in English and held by 15 WorldCat member libraries worldwide

Quickreads : a research-based fluency program by Elfrieda H Hiebert( Book )

in English and held by 13 WorldCat member libraries worldwide

Unpacking complexity in informational texts : principles and practices for grades 2-8 by Sunday Cummins( )

2 editions published between 2014 and 2015 in English and held by 0 WorldCat member libraries worldwide

"To acquire content knowledge through reading, students must understand the complex components and diverse purposes of informational texts, as emphasized in the Common Core State Standards. This practical book illuminates the ways in which a text's purpose, structure, details, connective language, and construction of themes combine to create meaning. Classroom tested instructional recommendations and "kid friendly" explanations guide teachers in helping students to identify and understand the role of these elements in different types of informational texts. Numerous student work samples, excerpts from exemplary books and articles, and a Study Guide with discussion questions and activities for professional learning add to the book's utility"--
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.35 (from 0.16 for Teaching a ... to 0.54 for From prese ...)

Authentic reading assessment : practices and possibilities
Languages
Covers
Literacy for a diverse society : perspectives, practices, and policiesFinding the right texts : what works for beginning and struggling readersGetting reading right from the start : effective early literacy interventionsReading more, reading betterTeaching and learning vocabulary : bringing research to practiceEarly literacy instructionRevisiting silent reading : new directions for teachers and researchersCreating an integrated approach to literacy instruction