OOIR: Observatory of International Research

Papers

(The median citation count of Reading Research Quarterly is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)

Article	Citations
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading	134
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools	42
Is the Science of Reading Just the Science of Reading English?	41
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	38
Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension	28
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	25
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading	25
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	25
Literacy, Affect, and Uncontrollability	23
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	23
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	22
What Matters Most? Toward a Robust and Socially Just Science of Reading	20
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging	20
Reading Volume and Reading Achievement: A Review of Recent Research	19
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	18
Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency	17
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	17
Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies	16
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia	15
Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals	15
The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension	14
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement?	13
Opening Texts for Discussion: Developing Dialogic Reading Stances	13
Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction	13
Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study	12

When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	12
The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading	11
Evidence Use in Argument Writing Based on Multiple Texts	11
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years	11
UsingEye‐TrackingMeasures to Predict Reading Comprehension	11
Monolingual and Bilingual Reading Processes in Russian: An Exploratory Scanpath Analysis	11
The Primacy of Science in Communicating Advances in the Science of Reading	11
Strategic Text Processing Across Mediums: A Verbal Protocol Study	11
Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review	10
Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension	10
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	10
Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success	10
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	10
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading	10
“I’m Very Hurt”: (Un)justly Reading the Black Female Body as Text in a Racial Literacy Learning Assemblage	10
Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction	10
Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices	9
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement	9
Gender Differences in Text‐Based Interest: Text Characteristics as Underlying Variables	9
The Trouble With Binaries: A Perspective on the Science of Reading	9
“It Took Us a Long Time to Go Here”: Creating Space for Young Children’s Transnationalism in an Early Writers’ Workshop	9
Advancing the Science of Teaching Reading Equitably	9
Conflict or Conversation? Media Portrayals of the Science of Reading	8
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?	8
Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya	8
“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood	8
Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom	8
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	8
Reading From Multiple Documents: The Role of Text Availability and Question Type	8
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	8
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	8
The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula	8
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study	8
Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension	7
Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism	7
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	7
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	7
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties	7
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction	7
Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an IntersectionalLGBTQ+‐Inclusive Curriculum	7
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	7
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill	7
Reading in “Purgatory”: Tactical Literacies in a Remedial Reading Class	6
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	6
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement	6
The Science of Reading: Supports, Critiques, and Questions	6
Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research	6
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	6
Teaching Reading Is More Than a Science: It’s Also an Art	6
Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective	5

Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades	5
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	5
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading	5
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science: Revisiting the Science Discovery Narrative	5
“What’s Blackness Got to Do With All This?”: Racializing Literacy Assemblages	5
First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics	4
Guitarras on the Rise: Framing Youth Sierreño Bands as Translingual Ingenuity	4
How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children	4
Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 With Reading and Spelling Difficulties: A Randomized Controlled Trial	4
Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World	4
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	4
“BIs forBunny”: Contested Sign‐Making and the Possibilities for Performing School Literacy Differently	4
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality	4
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	4
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	4
Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue	3
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?	3
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	3
Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children	3
“Rapunzel, Rapunzel,Lanza Tu Pelo”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange	3
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature: Insights From Singapore Schools	3
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	3
Do Spelling and Vocabulary Improve Classification Accuracy of Children's Reading Difficulties Over and Above Word Reading?	3
A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education	3
From the Editors	3
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness	3
Using National Data to Explore Online and Offline Reading Comprehension Processes	3
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12	2
The Effects of a Whole‐Class Kindergarten Handwriting Intervention on Early Reading Skills	2
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines	2
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	2
Stories of a Healing Way: A Navajo Woman’s Media Production for Cultural Representation and Identification	2
Digital Edible Literacies: Ephemeral and Highly Affective	2
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books	2
The Role of Executive Functions in Lexical Processing During Reading Comprehension	2
Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later	2
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	2
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	2
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders	2
Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts	2
Understanding K‐3 Teachers' Literacy Instructional Practices During thePandemic‐Impacted2020–2021 School Year	2
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	2
Effectiveness of a Classroom‐Implemented, App‐Based Morphology Program for Language‐Minority Students: Examining Latent Language‐Literacy Profiles and Contextual Factors as Moderators	2
Text Types and Their Relation to Efficacy in Beginning Reading Interventions	2
Adult Supports for Preschool Writers During Learning Centers	2