OOIR: Observatory of International Research

Papers

(The TQCC of Reading Teacher is 3. 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 2022-05-01 to 2026-05-01.)

Article	Citations
	30
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	24
Supporting Students' Knowledge Activation before, during, and after Reading	22
Better Together: Integrating Content‐Area Curriculum in the Primary Literacy Classroom	17
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	16
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	15
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	15
Teaching with Cuentos Combativos: Reading for Decolonial Futures	15
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	13
Exploring Multicultural Picturebooks With Social–Emotional Themes	13
	11
“AI Is Like 50% Good and 50% Bad”: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom	11
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	11
Sequencing Nursery Rhymes Through Early Coding in Preschool Settings	10
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	10
Providing Proximal Rewards: Rethinking Reading Rewards and Motivation	9
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	9
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	9
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts	9
Engaging Kindergarten Writers Through Play Experiences	9
Issue Information	8
	8
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction	8
The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development	8
Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills	7

Thank You to Reviewers	7
Methods for Selecting Paired Picturebooks for Critical Conversations	7
Building Mental Models of Writers: Writing Aloud in Writing Instruction	7
The Writing Engagement Scale: A Formative Assessment Tool	7
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit	7
Ready, Set for Variability, Read!	7
The Reading Teacher’s Children’s Literature Review Column	7
Issue Information	7
Latina Girls Rising: Centering & Amplifying Latina Girls Experiences Through Children's and Young Adult Literature	7
Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach	7
In This Issue	6
Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children	6
Recipes as Invitations to Read, Write, and Play in Preschool	6
Schools and Families of Early Learners Collaborating to Support At Home Read Alouds	6
Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum	6
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	6
Redesigning Author Study: Fanfiction and Early Elementary Literacy	6
Serious Play for Serious Times	6
In This Issue 77:3	5
A Dime Rolls Up to a Domino: Using Mnemonic Stories to Orient b and d	5
A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement	5
Issue Information	5
In This Issue 76:2	5
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	5
In This Issue 76:3	5
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool	5
Learning About the Acadian Deportation Through Children's Literature	5
A Response to our Critics: Agreements, Clarifications, and Children	5
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job	5
	5
Co‐constructing Agency: Weaving Academic Discussion	5
Strengthening Students' Reading Motivation and Engagement with C.A.R.E.	5
	5
Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading	5
Names Matter: Fostering Cultural Awareness Through Multimodal Literacy in a Predominantly White Classroom	5
	4
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts	4
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	4
Playing With Story Workshop in the Literacy Classroom	4
“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students	4
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	4
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	4
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	4
Promoting Fluency Through Challenge: Repeated Reading With Texts of Varying Complexity	4
Supporting Emergent Bilinguals' Reading in the Content Areas	4
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	4
Building Thinking Classrooms in Literacy: Collaborative Semantic Gradients for Grades 2–7 Content Reading	4
Issue Information	4
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	4
Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers	4

Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	4
Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing	4
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	4
Establishing “Selfhood”—A Book Club, Community‐Based Theater and Literary Interpretations	4
Using Turn and Talk to Develop Language: Observations in Early Classrooms	3
Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices	3
The Living Room: Fostering Ubuntu and Pro‐Black Literacies in Middle School	3
Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom	3
A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth	3
“Building Better Readers: Key Findings From a Broad Evidence Review”	3
“Wait and See” Project: Journaling and Arts‐Integration to Explore Identity With Multilingual Learners	3
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?	3
Using Texts as Mirrors: The Power of Readers Seeing Themselves	3
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies	3
Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms	3
Write‐It‐Out: A Teaching Response to Foster Complete Word Analysis	3
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	3
Homelessness in Children's Literature: A Path to Opening Additional Mirrors, Windows and Sliding Glass Doors	3
Math and Picture Books: Story, Math Anxiety, and Building Joy	3
	3
The Importance of Adaptive Literacy Instruction: Now More Than Ever	3
Issue Information	3
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	3
In This Issue 77:6	3
The Complexity of Building Bridges of Books Across Global Cultures	3
Vocabulary Talk Moves: Using Language to Promote Word Learning	3
Investigate, Explore, Create: Incorporating Biographies into the K–8 Classroom Using the Biography Clearinghouse	3
Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers	3
In This Issue 78:1	3
Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies	3
Five Recommendations to Implementing Cross‐Age Tutoring in Reading	3
2022 Notable Books for a Global Society Research Award Winner: Heroes among us: Refugees and Immigrants inAward‐WinningChildren's Literature	3
Making Agency Visible Through Picture Books	3
What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies	3
Students Defining Cultural Relevance: Learning From Text Selection in Bilingual Book Clubs	3