Elfrieda H. Hiebert > Quotes

“choice reading supports a phenomenon called incidental word learning”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“When a foundation in knowledge is recognized as fundamental to comprehension of all texts, including narrative ones, informational texts become a valued and essential part of the ELA curriculum.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“teachers select texts that illustrate specific uses of vocabulary.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“The first are the free morphemes or roots that hold meaning (e.g., amble). Bound morphemes, the second type, do not hold meaning on their own but allow for grammatical and semantic changes in root words. Bound morphemes include inflected endings such as -ed, -ing, and -s, which change the tense of root words (e.g., ambled, ambles, ambling), or prefixes and suffixes such as -tory, -ance, and non-, which can change the root word’s part of speech (e.g., from a verb to an adjective: amble to ambulatory) or the word’s meaning (e.g., non-ambulatory, ambulance).”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“Learning to learn from texts is a process that begins early in children’s reading experiences.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“knowledge about a topic strongly predicts comprehension”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“teachers select texts that illustrate specific uses of vocabulary. These understandings of specific words are intended to support the comprehension of the text that is the focus of study. At the same time, instruction is designed to support students in understandings about vocabulary that extend across texts.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“cluster texts by topics to support the learning of shared words and to develop topic expertise.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“Vocabulary knowledge is a strong predictor of comprehension of texts and success in school and beyond”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“Rather than being told the critical information to comprehend texts, students need to become adept at applying strategies such as predicting and asking questions about new topics. Students also need opportunities to reflect on what they have learned from reading.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results

“During conversations, teachers make explicit the principles about how words work.”
― Elfrieda H. Hiebert, Teaching Words and How They Work: Small Changes for Big Vocabulary Results