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 2022-08-01 to 2026-08-01.)

Article	Citations
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten	121
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	86
Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph?	77
Correction to “Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not”	69
Issue Information	41
Issue Information	34
Children Authoring Literacy and Community: A Discourse of Belonging in Elementary Classrooms	25
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	25
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	24
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	21
Supporting Literacy Through the Justice and Dialogic Education ( JADE ) Framework	20
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group‐Wise Prediction Evaluation	20
Adult Supports for Preschool Writers During Learning Centers	20
The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge	20
	19
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	19
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	18
Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not	17
Issue Information	17
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	16
The Center Cannot Hold: Censorship and Queer(ing) Literacies in the Rural South	16
Text and Reader Factors in Scientific Text Reading: A Systematic Review of Eye‐Tracking Studies (2012–2025)	16
A Final Word From the RRQ Editorial Team	15
Legislating Trauma: Book Bans, Educational Gag Orders, and Microaggressions	15
	15

Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	15
Word Learning Opportunities in Preschool Storybook Apps	14
Resilience in Disempowering Times: Reflective Narratives and Strategies of Reading Education Faculty	14
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	13
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	13
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	13
Correction to “English as a Heritage Language in Japan: Writing Development From Late Childhood to Adolescence”	13
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	11
Issue Information	11
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	10
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	10
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	10
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills	10
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	10
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Appl	9
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	9
Thank You to Our Reviewers	9
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	9
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels	9
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	9
Writing in Creole Contexts: A Study of Jamaican Primary School Students	9
	9
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	9
“It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families	8
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	8
	8
Follow the Word Gap: The Social Life of a Deficit Concept	8
Teacher Professional Development for Reading: A Review of the State of the Research	8
Children's Inalienable Literacy Education Rights and the Science of Reading	8
Promoting Reading Accuracy and Fluency Outcomes With Complex Texts: A Grade 3 Intervention Comparison	8
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	8
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	8
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	7
Volume 58 Editorial Introduction	7
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	7
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	7
Making Justice‐Oriented Futures From a Censored Past: Reanimating the Racio‐Religious Specters Haunting a Research–Practice Partnership in English Language Arts	7
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	7
2025 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	7
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	7
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	6
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	6
AI Literacy With Gifted Children: Iterative Co‐Design and Critical Multimodal Practices	6
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	6
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	6
English as a Heritage Language in Japan: Writing Development From Late Childhood to Adolescence	6
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	6
UsingEye‐TrackingMeasures to Predict Reading Comprehension	6
Youth Are Literary Scholars: What Tracing Aesthetic Practices and Interpretive Scales Suggests for Disciplinary Literacy in English Language Arts	6
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	6

2024 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	6
Confronting Colonial Control: Afrofuturist Literacy Stances Versus Book Bans in the Battle for Spacetime	6
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	6
“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	6