OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 4. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	68
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	49
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	36
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten	35
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	34
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	24
Issue Information	24
Adult Supports for Preschool Writers During Learning Centers	23
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	21
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	17
Corrigendum	17
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	17
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	16
	14
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	14
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	14
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	13
The Center Cannot Hold: Censorship and Queer(ing) Literacies in the Rural South	13
	13
Word Learning Opportunities in Preschool Storybook Apps	12
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	12
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	12
Issue Information	11
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	10
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	10

Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	10
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	10
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	9
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	9
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	9
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	9
	8
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	8
Thank You to Our Reviewers	8
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	7
Writing in Creole Contexts: A Study of Jamaican Primary School Students	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
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	7
	7
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
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	6
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	6
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	6
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	6
	6
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels	6
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	5
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	5
Volume 58 Editorial Introduction	5
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	5
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	5
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	5
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	5
Thank You to Our Reviewers	4
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	4
Enhancing Learners' Reading Comprehension With Preferred Background Music: An Eye‐Tracking, EEG, and Heart Rate Study	4
Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood	4
The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment	4
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	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
Youth Are Literary Scholars: What Tracing Aesthetic Practices and Interpretive Scales Suggests for Disciplinary Literacy in English Language Arts	4
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students	4
Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)	4
Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education	4
Confronting Colonial Control: Afrofuturist Literacy Stances Versus Book Bans in the Battle for Spacetime	4
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	4
UsingEye‐TrackingMeasures to Predict Reading Comprehension	4
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	4
2024 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children	4
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	4