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 2021-02-01 to 2025-02-01.)

Article	Citations
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	156
The Good Cops, Bad Cops, Bullets, and Wounds: Toward Culturally Sustaining Prison Abolition Literacies in Early Childhood Education	42
Toward a Cultural Sustenance View of Reading	41
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	38
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders	28
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How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	25
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	25
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	23
Issue Information	23
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	22
Issue Information	20
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	20
Issue Information	20
Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”	19
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	18
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	17
Gopher Tales: Re/Storying for Re/Worlding	17
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations	16
Digital Edible Literacies: Ephemeral and Highly Affective	15
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading	15
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?	14
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	13
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness	13
Guitarras on the Rise: Framing Youth Sierreño Bands as Translingual Ingenuity	13

Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	13
The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula	13
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading	12
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	11
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction	11
Teaching Reading Is More Than a Science: It’s Also an Art	11
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill	11
Issue Information	10
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	10
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	10
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	10
Issue Information	10
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature: Insights From Singapore Schools	10
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	9
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?	9
The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage	9
Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students	9
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	8
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Denaturalizing “Intelligence” in Higher Education: AI as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies	8
Issue Information	8
Issue Information	8
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	8
Volume 58 Editorial Introduction	8
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Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	7
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A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education	7
First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics	7
Adult Supports for Preschool Writers During Learning Centers	7
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	7
Is the Science of Reading Just the Science of Reading English?	7
Strategic Text Processing Across Mediums: A Verbal Protocol Study	7
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	7
Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World	7
Conflict or Conversation? Media Portrayals of the Science of Reading	6
Corrigendum	6
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	6
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	6
Text Types and Their Relation to Efficacy in Beginning Reading Interventions	6
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	6
Sustaining Linguistic Heritage Through Black‐Centric Texts	5
The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount	5
Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms	5
Corrigendum	5
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	5
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Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research	4

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Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type	4
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	4
Thank You to Our Reviewers	4
Issue Information	4
The Science of Reading: Supports, Critiques, and Questions	4
UsingEye‐TrackingMeasures to Predict Reading Comprehension	3
Issue Information	3
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Love and Learning in the Age of Algorithms: How Intimate Relationships with Artificial Intelligence May Shape Epistemology, Sociality, and Linguistic Justice	3
The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies	3
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Issue Information	3
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	3
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	3
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	3
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	3
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality	2
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	2
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	2
Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue	2
“They’re Killing our Imaginations”: Dialogue and Reflexive Writing Development in Historically Marginalized Students	2
Reading Volume and Reading Achievement: A Review of Recent Research	2
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Making an Influence: Sponsorship and Creolization on Social Media	2
Advancing the Science of Teaching Reading Equitably	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
“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	2
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	2
Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey	2
Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades	2
“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio	2
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	2
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	2
A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages	1
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties	1
Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information	1
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	1
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Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	1
“I’m Very Hurt”: (Un)justly Reading the Black Female Body as Text in a Racial Literacy Learning Assemblage	1
Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms	1
Literacy in the Time of Artificial Intelligence	1
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	1
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study	1
Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 With Reading and Spelling Difficulties: A Randomized Controlled Trial	1
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement	1
“What’s Blackness Got to Do With All This?”: Racializing Literacy Assemblages	1
Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research	1
Speculative Capture: Literacy after Platformization	1
Literacy, Affect, and Uncontrollability	1
Opening Texts for Discussion: Developing Dialogic Reading Stances	1
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement	1
From the Editors	1
Questions and Answers: Investigating the Role of Student Talk Moves in Persuasive Writing	1
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	1
Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension	1
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	1
“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts	1
The Trouble With Binaries: A Perspective on the Science of Reading	1
A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities	1
Issue Information	1
“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research	1
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines	1
Word Learning Opportunities in Preschool Storybook Apps	1
Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later	1
Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals	1
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	1
Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language	1
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading	1
“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood	1