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Elfrieda H. Hiebert

Elfrieda H. Hiebert

D-Index & Metrics

Social Sciences and Humanities

D-Index
44
Citations
8493
World Ranking
4136
National Ranking
1969

Research.com Recognitions

  • 2011 - Fellow of the American Educational Research Association

Overview

Elfrieda H. Hiebert is affiliated with TextProject in the United States and has contributed extensively to research in the areas of psychology and education. Their work primarily spans developmental and educational psychology, with a focus on reading and literacy development, text readability and simplification, and second language acquisition and learning.

Their recent publications include research articles such as The Core Vocabulary: The Foundation of Proficient Comprehension (2020, The Reading Teacher) and The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts (2022, The Elementary School Journal). Other significant works related to reading research include The Word Complexity of Primary-Level Texts: Differences Between First and Third Grade in Widely Used Curricula (2021, Reading Research Quarterly) and a meta-analysis on vocabulary instruction titled Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill (2023, Reading Psychology).

Their research has been published in venues such as:

  • The Reading Teacher
  • Reading Psychology
  • Reading Research Quarterly
  • Education Sciences
  • Phi Delta Kappan

Frequent collaborators include:

  • Devin M. Kearns
  • Catherine Lammert
  • Samuel DeJulio
  • Alia Pugh
  • Gina N. Cervetti

The main fields of study in their work are psychology and computer science, with subfields covering developmental and educational psychology, artificial intelligence, education, statistics and probability, and communication.

Key research topics involve:

  • Reading and literacy development
  • Text readability and simplification
  • Second language acquisition and learning
  • Educational strategies and epistemologies
  • Cognitive and developmental aspects of mathematical skills
  • Language development and disorders
  • Writing and handwriting education

Elfrieda H. Hiebert has been recognized as a Fellow of the American Educational Research Association since 2011.

Best Publications

  • Vocabulary assessment: What we know and what we need to learn

    P. David Pearson;Elfrieda H. Hiebert;Michael L. Kamil

  • Teaching and Learning Vocabulary : Bringing Research to Practice

    Elfrieda H. Hiebert;Michael L. Kamil

  • Children's Developing Awareness of Text Structures in Expository Materials.

    Carol Sue Englert;Elfrieda H. Hiebert

  • Developmental Patterns and Interrelationships of Preschool Children's Print Awareness.

    Elfrieda H. Hiebert

  • An Examination of Ability Grouping for Reading Instruction.

    Elfrieda H. Hiebert

  • Reading Recovery in the United States: What Difference Does it Make to an Age Cohort?

    Elfrieda H. Hiebert

  • Upping the Ante of Text Complexity in the Common Core State Standards Examining Its Potential Impact on Young Readers

    Elfrieda H. Hiebert;Heidi Anne E. Mesmer

  • Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive

    Elfrieda H. Hiebert;Michael L. Kamil

  • Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future

    Heidi Anne Mesmer;James W. Cunningham;Elfrieda H. Hiebert

  • Beginning Reading Instruction: Research on Early Interventions

    Elfrieda H. Hiebert;Barbara M. Taylor

  • Effects of Introducing Classroom Peflormance Assessments on Student Learning

    Lorrie A. Shepard;Roberta J. Flexer;Elfrieda H. Hiebert;Scott F. Marion

  • Getting Reading Right from the Start: Effective Early Literacy Interventions

    Elfrieda H. Hiebert;Barbara M. Taylor

  • A Comparison of Classroom Writing Practices, Teachers' Perceptions of Their Writing Instruction, and Textbook Recommendations on Writing Practices

    Connie A. Bridge;Elfrieda H. Hiebert

  • Text Matters in Learning to Read.

    Elfrieda H. Hiebert

  • Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program

    Elfrieda H. Hiebert;Jacalyn M. Colt;Sharon L. Catto;Ellen C. Gury

  • Characteristics of Tasks in Two Approaches to Literacy Instruction.

    Charles W. Fisher;Elfrieda H. Hiebert

  • Literacy for a diverse society : perspectives, practices, and policies

    Elfrieda H. Hiebert

  • AWARENESS OF TEXT STRUCTURE IN RECOGNITION AND PRODUCTION OF EXPOSITORY DISCOURSE

    Elfrieda H. Hiebert;Carol Sue Englert;Sharon Brennan

  • Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science

    Marco A. Bravo;Elfrieda H. Hiebert;P. David Pearson

  • Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students' Reading Fluency and Comprehension.

    Steven J. Amendum;Kristin Conradi;Elfrieda Hiebert

  • In Pursuit of an Effective, Efficient Vocabulary Curriculum for Elementary Students

    Elfrieda H. Hiebert;Michael L. Kamil

Frequent Co-Authors

P. David Pearson
P. David Pearson University of California, Berkeley
Jill Fitzgerald
Jill Fitzgerald University of North Carolina at Chapel Hill
Timothy V. Rasinski
Timothy V. Rasinski Kent State University
S. Jay Samuels
S. Jay Samuels University of Minnesota
Carol Sue Englert
Carol Sue Englert Michigan State University
Scott G. Paris
Scott G. Paris University of Michigan–Ann Arbor
Joanne F. Carlisle
Joanne F. Carlisle University of Michigan–Ann Arbor
Yaacov Petscher
Yaacov Petscher Florida State University
Ralph Radach
Ralph Radach University of Wuppertal
Richard C. Anderson
Richard C. Anderson University of Illinois at Urbana-Champaign

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