OOIR: Observatory of International Research

Papers

(The median citation count of Reading Research Quarterly is 3. 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 2020-04-01 to 2024-04-01.)

Article	Citations
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading	102
The Science of Learning to Read Words: A Case for Systematic Phonics Instruction	65
The Sciences of Reading and Writing Must Become More Fully Integrated	56
How the Science of Reading Informs 21st‐Century Education	54
What Constitutes a Science of Reading Instruction?	51
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading	49
Building Content Knowledge to Boost Comprehension in the Primary Grades	37
Translational Science: A Road Map for the Science of Reading	36
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice	36
It’s Time to Be Scientific About Dyslexia	33
Reading Wars, Reading Science, and English Learners	31
Is the Science of Reading Just the Science of Reading English?	31
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades	31
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools	31
Disrupting Racism and Whiteness in Researching a Science of Reading	30
Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes	27
Contesting Science That Silences: Amplifying Equity, Agency, and Design Research in Literacy Teacher Preparation	25
In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice	25
Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension	24
Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice	22
A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers	22
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading	21
The Cognitive Element Model of Reading Instruction	20
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	19
Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms	19

Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding	19
The Science of Reading: Supports, Critiques, and Questions	19
Literacy, Affect, and Uncontrollability	18
Rethinking the Role of Knowledge in the Literacy Classroom	18
Aligning the Science of Reading With Adaptive Teaching	17
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	17
Pluriversal Literacies: Affect and Relationality in Vulnerable Times	17
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	16
Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise	15
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	15
Reading Volume and Reading Achievement: A Review of Recent Research	15
Interconnected Infrastructure for Improving Reading Instruction	15
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	14
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	14
Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies	14
What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate	14
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging	13
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	13
Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects	12
Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency	11
Characteristics and Validity of an Instrument for Assessing Motivations for Online Reading to Learn	11
The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension	11
What Matters Most? Toward a Robust and Socially Just Science of Reading	11
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	11
Does English Have Useful Syllable Division Patterns?	11
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia	11
Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals	10
Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study	10
Strategic Text Processing Across Mediums: A Verbal Protocol Study	10
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement?	9
Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review	9
Evidence Use in Argument Writing Based on Multiple Texts	9
The Primacy of Science in Communicating Advances in the Science of Reading	9
Gender Differences in Text‐Based Interest: Text Characteristics as Underlying Variables	9
When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities	8
“I’m Very Hurt”: (Un)justly Reading the Black Female Body as Text in a Racial Literacy Learning Assemblage	8
Advancing the Science of Teaching Reading Equitably	8
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	8
Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction	8
Monolingual and Bilingual Reading Processes in Russian: An Exploratory Scanpath Analysis	8
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study	8
Encountering the Affective in Latino Immigrant Youth Narratives	8
Characterizing Competing Tensions in Black Immigrant Literacies: Beyond Partial Representations of Success	8
Opening Texts for Discussion: Developing Dialogic Reading Stances	8
Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension	8
Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction	8
Using Context as an Assist in Word Solving: The Contributions of 25 Years of Research on the Interactive Strategies Approach	7
Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism	7
Resisting Positionings of Struggle in “Science of Teaching Reading” Discourse: Counterstories of Teachers and Teacher Educators in Texas	7
Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices	7

“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood	7
The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading	7
Do We Need More Productive Theorizing? A Commentary	7
The Trouble With Binaries: A Perspective on the Science of Reading	7
Humor as Political Possibility: Critical Media Literacy in LGBTQ+ Participatory Cultures	6
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties	6
Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach	6
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading	6
Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya	6
Reading in “Purgatory”: Tactical Literacies in a Remedial Reading Class	6
Conflict or Conversation? Media Portrayals of the Science of Reading	6
“It Took Us a Long Time to Go Here”: Creating Space for Young Children’s Transnationalism in an Early Writers’ Workshop	6
Of Research Reviews and Practice Guides: Translating Rapidly Growing Research on Adolescent Literacy Into Updated Practice Recommendations	6
Reading From Multiple Documents: The Role of Text Availability and Question Type	5
Using Eye‐Tracking Measures to Predict Reading Comprehension	5
Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5	5
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?	5
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	5
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	5
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement	5
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	5
English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics	5
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	5
Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension	5
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	5
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	5
Creating and Navigating a Transborder Writing Space: One Multilingual Adolescent’s Take‐Up of Dialogue Journaling in an English‐Medium Classroom	5
Building Lexical Representations With Nonverbal Supports	5
Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research	4
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction	4
“B Is for Bunny”: Contested Sign‐Making and the Possibilities for Performing School Literacy Differently	4
The Science of Reading: Supports, Critiques, and Questions	4
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	4
Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades	4
“Rapunzel, Rapunzel, Lanza Tu Pelo”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange	3
From the Editors	3
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading	3
Guitarras on the Rise: Framing Youth Sierreño Bands as Translingual Ingenuity	3
Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective	3
A Historical Inquiry Into Bilingual Reading Textbooks: Coloniality and Biliteracy at the Turn of the 20th Century	3
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement	3
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	3
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	3
Teaching Reading Is More Than a Science: It’s Also an Art	3
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science: Revisiting the Science Discovery Narrative	3
Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 With Reading and Spelling Difficulties: A Randomized Controlled Trial	3
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality	3
First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics	3
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill	3
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	3
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years	3
Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an Intersectional LGBTQ+‐Inclusive Curriculum	3
“What’s Blackness Got to Do With All This?”: Racializing Literacy Assemblages	3