OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 8. 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
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
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	25
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	23
Literacy, Affect, and Uncontrollability	23
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	22
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging	20
What Matters Most? Toward a Robust and Socially Just Science of Reading	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
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
The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading	11
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
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
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
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
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
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