Reading More, Reading Better

Edited by Elfrieda H. Hiebert

Paperbacke-bookprint + e-book
May 5, 2009
ISBN 9781606232859
Price: $39.00
273 Pages
Size: 6" x 9"
March 1, 2011
ePub ?
Price: $39.00
273 Pages
print + e-book
Paperback + e-Book (ePub) ?
Price: $78.00 $42.90
273 Pages

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 proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.

“This book tackles essential issues about how texts are selected and used in schools. It provides a critical and in-depth examination of how texts can be used to empower students and transform how they engage with reading and learning.”

—Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill

“Here is a truly distinctive work that breathes new life into traditional discussions of reading. The authors skillfully rely on scientific research to promote literacy instruction that is holistic, student centered, varied, relevant, and current. The book offers a mosaic of perspectives that will inform novice and experienced teachers, reading specialists, literacy coaches, and administrators about how to best meet the needs of an increasingly diverse student population.”

—Susan V. Piazza, EdD, Assistant Professor of Literacy Studies, Western Michigan University

“Comprehensive and authoritative, this book includes practical recommendations, research summaries, interesting commentary, and applications for frequently underserved groups, such as students with learning disabilities and English language learners. It will be required reading for anyone interested in productive classroom-based reading experiences that are based in science.”

—Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia

“This volume brings together exemplary scholars to offer the reader a comprehensive view of the correlation between opportunity to read and reading achievement. Each thought-provoking chapter includes powerful insights into providing productive reading experiences. Bridging the gap between theory, research, policy, and practice, this is a perfect choice for graduate courses or teacher study groups. Every reading professional must read this book!”

—Tabatha Dobson Scharlach, PhD, Department of Curriculum and Instruction, University of Central Florida

Table of Contents

I. Frameworks on Reading More and Better

1. Opportunity to Read: A Critical but Neglected Construct in Reading Instruction, Elfrieda H. Hiebert and Leigh Ann Martin

2. If They Don't Read Much…30 Years Later, Richard L. Allington

3. Promoting Reasons for Reading: Teacher Practices That Impact Motivation, Angela McRae and John T. Guthrie

II. Instruction that Supports More and Better Reading

4. Increasing Opportunities to Acquire Knowledge through Reading, Gina N. Cervetti, Carolyn A. Jaynes, and Elfrieda H. Hiebert

5. Series Books, Graphic Novels, Comics, and Magazines: Unauthorized Texts, Authorized Literacy Practices, Anne McGill-Franzen and Stergios


6. How Much and What Are Third Graders Reading?

Reading in Core Programs, Devon Brenner, Elfrieda H. Hiebert, and Renarta Tompkins

7. Time, Engagement, and Support: Lessons from a 4-Year Fluency Intervention, Melanie R. Kuhn and Paula J. Schwanenflugel

III. Critical Factors in Supporting More and Better Reading

8. The Challenge of Advanced Texts: The Interdependence of Reading and Learning, Marilyn Jager Adams

9. Increasing Reading Opportunities for English Language Learners, Elizabeth Bernhardt

10. Text Reading and Students with Learning Disabilities, Elizabeth A. Swanson, Jade Wexler, and Sharon Vaughn

11. Text Difficulty in Reading Assessment, Barbara R. Foorman

IV. Summary

12. Creating Opportunities to Read More So That Students Read Better, Linda B. Gambrell

About the Editor

Elfrieda H. Hiebert, PhD, is CEO and President of TextProject, Inc. She has worked in the field of early reading acquisition for more than 40 years as a classroom teacher, teacher educator, and researcher. Her research, which addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts, has been published in numerous scholarly journals and books. Dr. Hiebert’s contributions to research and practice have been recognized with such honors as the Research to Practice Award from the American Educational Research Association and the Oscar S. Causey Award from the Literacy Research Association.


Marilyn Jager Adams, PhD, Department of Cognitive and Linguistic Sciences, Brown University, Providence, Rhode Island

Richard L. Allington, PhD, College of Education, University of Tennessee, Knoxville, Tennessee

Elizabeth Bernhardt, PhD, Stanford Language Center, Stanford University, Stanford, California

Stergios Botzakis, PhD, Department of Reading Education, University of Tennessee, Knoxville, Tennessee

Devon Brenner, PhD, Department of Curriculum, Instruction and Special Education, Mississippi State University, Mississippi State, Mississippi

Gina N. Cervetti, PhD, School of Education, University of Colorado at Boulder, Boulder, Colorado

Barbara R. Foorman, PhD, Florida Center for Reading Research, Florida State University, Tallahassee, Florida

Linda B. Gambrell, PhD, Eugene T. Moore School of Education, Clemson University, Clemson, South Carolina

John T. Guthrie, PhD, Department of Human Development, University of Maryland, College Park, Maryland

Elfrieda H. Hiebert, PhD, Graduate School of Education, University of California, Berkeley, California

Carolyn A. Jaynes, PhD, Leap Frog Enterprises, Inc., Emeryville, California

Melanie R. Kuhn, PhD, Literacy, Language, Counseling, and Development Department, Boston University, Boston, Massachusetts

Leigh Ann Martin, MA, TextProject, Santa Cruz, California

Anne McGill-Franzen, PhD, Department of Reading Education, University of Tennessee, Knoxville, Tennessee

Angela McRae, MA, Department of Human Development, University of Maryland, College Park, Maryland

Paula J. Schwanenflugel, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia

Elizabeth A. Swanson, PhD, College of Education, University of Texas at Austin, Austin, Texas

Renarta Tompkins, PhD, Spadoni College of Education, Coastal Carolina University, Conway, South Carolina

Sharon Vaughn, PhD, College of Education, University of Texas at Austin, Austin, Texas

Jade Wexler, PhD, The Meadow Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas


Teacher educators, literacy specialists and coaches, K–12 classroom teachers.

Course Use

May serve as a supplemental text in such courses as Foundations of Literacy Instruction, Literacy Methods, and Teaching Reading.