OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 9. 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 2020-03-01 to 2024-03-01.)

Article	Citations
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading	98
The Science of Learning to Read Words: A Case for Systematic Phonics Instruction	61
The Sciences of Reading and Writing Must Become More Fully Integrated	56
How the Science of Reading Informs 21st‐Century Education	53
What Constitutes a Science of Reading Instruction?	49
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading	48
Building Content Knowledge to Boost Comprehension in the Primary Grades	37
Translational Science: A Road Map for the Science of Reading	36
It’s Time to Be Scientific About Dyslexia	33
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice	33
Reading Wars, Reading Science, and English Learners	31
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools	31
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades	30
Is the Science of Reading Just the Science of Reading English?	30
How Are Practice and Performance Related? Development of Reading From Age 5 to 15	28
Disrupting Racism and Whiteness in Researching a Science of Reading	28
Theorizing Vitality in the Literacy Classroom	27
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
Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension	24
In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice	23
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
The Cognitive Element Model of Reading Instruction	20
Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding	19

Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms	19
The Science of Reading: Supports, Critiques, and Questions	19
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading	18
Literacy, Affect, and Uncontrollability	18
The Capaciousness of No: Affective Refusals as Literacy Practices	18
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	17
Pluriversal Literacies: Affect and Relationality in Vulnerable Times	17
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	16
Rethinking the Role of Knowledge in the Literacy Classroom	16
Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise	15
Interconnected Infrastructure for Improving Reading Instruction	15
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
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	14
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	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
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	13
Reading Volume and Reading Achievement: A Review of Recent Research	13
Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects	12
Characteristics and Validity of an Instrument for Assessing Motivations for Online Reading to Learn	11
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	11
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia	11
Does English Have Useful Syllable Division Patterns?	10
Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals	10
What Matters Most? Toward a Robust and Socially Just Science of Reading	10
Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study	10
The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension	10
Feeling Worlds: Affective Imaginaries and the Making of Democratic Literacy Classrooms	10
Can the Evidence Revolution and Multi‐Tiered Systems of Support Improve Education Equity and Reading Achievement?	9
Strategic Text Processing Across Mediums: A Verbal Protocol Study	9
Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review	9
Gender Differences in Text‐Based Interest: Text Characteristics as Underlying Variables	9
The Primacy of Science in Communicating Advances in the Science of Reading	9
Evidence Use in Argument Writing Based on Multiple Texts	9