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 2021-08-01 to 2025-08-01.)

Article	Citations
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	21
Co‐Creating Multilingual Books with Children to Foster Their Literacies	17
	17
Supporting Students' Knowledge Activation before, during, and after Reading	15
Better Together: Integrating Content‐Area Curriculum in the Primary Literacy Classroom	14
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	14
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	13
Teaching with Cuentos Combativos: Reading for Decolonial Futures	12
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	11
Exploring Multicultural Picturebooks With Social–Emotional Themes	11
Reading Beyond the Book with Primary Sources	10
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts	10
A Translanguaging Read‐Aloud	10
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	10
Fostering Multilingual Children’s Language Development through iPad Apps	10
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	10
	9
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	9
Engaging Kindergarten Writers Through Play Experiences	9
“AI Is Like 50% Good and 50% Bad”: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom	8
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	8
The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development	7
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	7
Curriculum and Coaching: Maximizing our Investments in Teaching	7
Issue Information	7

	7
Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills	7
The Writing Engagement Scale: A Formative Assessment Tool	6
Providing Proximal Rewards: Rethinking Reading Rewards and Motivation	6
The Reading Teacher’s Children’s Literature Review Column	6
Issue Information	6
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	6
Building Mental Models of Writers: Writing Aloud in Writing Instruction	6
Methods for Selecting Paired Picturebooks for Critical Conversations	6
Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach	6
Thank You to Reviewers	6
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction	6
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit	6
Latina Girls Rising: Centering & Amplifying Latina Girls Experiences Through Children's and Young Adult Literature	6
Redesigning Author Study: Fanfiction and Early Elementary Literacy	6
Enacting a Permeable Curriculum: Language Inquiry with Popular Music	5
In This Issue	5
Co‐constructing Agency: Weaving Academic Discussion	5
Schools and Families of Early Learners Collaborating to Support At Home Read Alouds	5
Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children	5
Serious Play for Serious Times	5
Recipes as Invitations to Read, Write, and Play in Preschool	5
Participants, Purpose, Place: Planning for Content‐Area Talk	5
	5
Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum	5
Key Knowledge to Support Phonological Awareness and Phonics Instruction	5
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	4
In This Issue 76:3	4
Strengthening Students' Reading Motivation and Engagement with C.A.R.E.	4
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	4
Issue Information	4
Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading	4
	4
A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement	4
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool	4
A Response to our Critics: Agreements, Clarifications, and Children	4
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	4
Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	4
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	4
In This Issue 77:3	4
A Dime Rolls Up to a Domino: Using Mnemonic Stories to Orient b and d	4
	4
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job	4
In This Issue 76:2	4
	4
Reimagining Discourse in the Classroom	3
Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers	3
Issue Information	3
2022 Notable Books for a Global Society Research Award Winner: Heroes among us: Refugees and Immigrants inAward‐WinningChildren's Literature	3
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	3

Reading Without Words: Cultivating Bi/Multilingual Family Engagement	3
Issue Information	3
	3
	3
Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing	3
Playing With Story Workshop in the Literacy Classroom	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	3
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	3
Teachers’ Questions about Coaching: Pathways to Productive Collaborations	3
Supporting Emergent Bilinguals' Reading in the Content Areas	3
Assessment Selection for Multilingual Learners’ Reading Development	3
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	3
Issue Information	3
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	3
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	3
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	3
Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies	3
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts	3
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?	3
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	3
“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students	3
Elementary Literacy Coaching in 2021: What We Know and What We Wonder	3
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	3
Making Agency Visible Through Picture Books	3
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	3