OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 5. 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 2021-05-01 to 2025-05-01.)

Article	Citations
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	201
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	57
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	40
Issue Information	36
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	32
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	31
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	30
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	27
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	23
Corrigendum	22
Adult Supports for Preschool Writers During Learning Centers	22
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	20
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	20
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	20
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	20
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	17
Issue Information	16
	16
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	15
From the Editors	13
	12
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	12
Word Learning Opportunities in Preschool Storybook Apps	12
Opening Texts for Discussion: Developing Dialogic Reading Stances	11
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	11

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	11
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	11
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	11
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	10
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	10
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	9
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	9
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	9
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	9
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	9
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	8
	8
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12	8
Writing in Creole Contexts: A Study of Jamaican Primary School Students	8
Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices	8
Thank You to Our Reviewers	8
	7
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	7
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application	7
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	7
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	7
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	7
	7
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	7
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	6
Volume 58 Editorial Introduction	6
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	6
Strategic Text Processing Across Mediums: A Verbal Protocol Study	5
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	5
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	5
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	5
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	5
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	5
	5
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	5