OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 6. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	156
The Good Cops, Bad Cops, Bullets, and Wounds: Toward Culturally Sustaining Prison Abolition Literacies in Early Childhood Education	42
Toward a Cultural Sustenance View of Reading	41
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	38
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders	28
	25
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	25
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	25
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	23
Issue Information	23
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	22
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	20
Issue Information	20
Issue Information	20
Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”	19
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	18
Gopher Tales: Re/Storying for Re/Worlding	17
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	17
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations	16
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading	15
Digital Edible Literacies: Ephemeral and Highly Affective	15
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?	14
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	13
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness	13
Guitarras on the Rise: Framing Youth Sierreño Bands as Translingual Ingenuity	13

Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	13
The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula	13
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading	12
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	11
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction	11
Teaching Reading Is More Than a Science: It’s Also an Art	11
Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill	11
Issue Information	10
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	10
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	10
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	10
Issue Information	10
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature: Insights From Singapore Schools	10
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	9
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?	9
The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage	9
Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students	9
	8
Denaturalizing “Intelligence” in Higher Education: AI as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies	8
Issue Information	8
Issue Information	8
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	8
Volume 58 Editorial Introduction	8
	8
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	8
	8
	8
	7
A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education	7
First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics	7
Adult Supports for Preschool Writers During Learning Centers	7
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	7
Is the Science of Reading Just the Science of Reading English?	7
Strategic Text Processing Across Mediums: A Verbal Protocol Study	7
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	7
Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World	7
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	7
Conflict or Conversation? Media Portrayals of the Science of Reading	6
Corrigendum	6
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	6
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	6
Text Types and Their Relation to Efficacy in Beginning Reading Interventions	6
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	6