OOIR: Observatory of International Research

Papers

(The median citation count of Reading Research Quarterly is 1. 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 2021-09-01 to 2025-09-01.)

Article	Citations
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	72
Issue Information	49
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	35
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten	35
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	24
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	24
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	23
Adult Supports for Preschool Writers During Learning Centers	23
Corrigendum	21
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	19
The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge	17
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	17
	17
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	16
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	14
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	14
The Center Cannot Hold: Censorship and Queer(ing) Literacies in the Rural South	14
Legislating Trauma: Book Bans, Educational Gag Orders, and Microaggressions	13
Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not	13
	12
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	11
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	10
Word Learning Opportunities in Preschool Storybook Apps	10
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	10
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	10

When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	10
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	10
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	9
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	8
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	8
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills	8
Issue Information	8
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	8
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	8
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	8
	8
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application	7
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12	7
	7
Writing in Creole Contexts: A Study of Jamaican Primary School Students	7
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	7
Thank You to Our Reviewers	7
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	7
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels	7
	6
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6	6
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	6
Teacher Professional Development for Reading: A Review of the State of the Research	6
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	6
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	5
Volume 58 Editorial Introduction	5
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	5
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	5
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	5
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	5
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	4
Thank You to Our Reviewers	4
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	4
Youth Are Literary Scholars: What Tracing Aesthetic Practices and Interpretive Scales Suggests for Disciplinary Literacy in English Language Arts	4
2024 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
Making Justice‐Oriented Futures From a Censored Past: Reanimating the Racio‐Religious Specters Haunting a Research–Practice Partnership in English Language Arts	4
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	4
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	4
Confronting Colonial Control: Afrofuturist Literacy Stances Versus Book Bans in the Battle for Spacetime	4
Enhancing Learners' Reading Comprehension With Preferred Background Music: An Eye‐Tracking, EEG, and Heart Rate Study	4
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	4
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	4
“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research	4
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	4
UsingEye‐TrackingMeasures to Predict Reading Comprehension	4
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	4
Teachers' Autonomy Support in Reading: A Multilevel Latent Profile Analysis Approach	3
Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education	3
Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood	3

Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample	3
	3
Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read	3
Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children	3
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students	3
	3
Using National Data to Explore Online and Offline Reading Comprehension Processes	3
Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)	3
The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment	3
“Even if My Voice Shakes, I'm Still Going to Say It”: How Elementary Literacy Educators in Texas Enact Criticality Using Children's Literature	3
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention	3
Online Processing Shows Advantages of Bimodal Listening‐While‐Reading for Vocabulary Learning: An Eye‐Tracking Study	3
Toward a Cultural Sustenance View of Reading	2
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	2
	2
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	2
Introduction to the SI: Orthography and Literacy: Current Research and New Directions	2
Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts	2
Supporting a Polish Teacher of Newcomer Students: Innovative and Contextual Literacy Instruction for Second Language Acquisition	2
The Good Cops, Bad Cops, Bullets, and Wounds: Toward Culturally Sustaining Prison Abolition Literacies in Early Childhood Education	2
“I Want Them to Feel Alegría”: Rhetorical Contextual Languaging as Critical Translingual Assemblages	2
Issue Information	2
The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies	2
Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices	2
Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”	2
Liminal Play: Coauthoring Narratives Across Metaleptic, Metadramatic, and Transludic Interactions	2
	2
Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type	2
Bridging the Gap in Brazilian Literacy: Kalulu Phonics Provides Gains in 1st Grade Reading	2
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	2
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	2
The Phonology‐Morphology Seesaw: Morpho‐Lexical Knowledge Replaces Phonological Awareness as the Key Predictor of Word Reading Fluency by Grade 4	2
Issue Information	1
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	1
Effectiveness of a Classroom‐Implemented, App‐Based Morphology Program for Language‐Minority Students: Examining Latent Language‐Literacy Profiles and Contextual Factors as Moderators	1
Cutting Through “The Fog of Scrolling”: Understanding Students' Entangled Digital Reading Through Metacognitive Reflections on Self‐Made Video‐Recordings	1
World‐Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program	1
Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction	1
Issue Information	1
Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1	1
Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension	1
Reading Fiction and Psychological Well‐being During Older Adulthood: Positive Affect, Connection and Personal Growth	1
The Role of Hang‐Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students	1
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	1
Correction to “Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction”	1
Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an IntersectionalLGBTQ+‐Inclusive Curriculum	1
How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook	1
Thank you to our reviewers	1
Drama‐Based Read‐Alouds in Preschool Classroom: Promoting Social Understanding, Social Problem Solving, and Peer Relationships	1
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia	1
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	1
	1
From Pages to Practice: 10 Years of Teaching Literature in English Classrooms in Norwegian Lower Secondary School	1
Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey	1
Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment	1
Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences	1
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading	1
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	1