OOIR: Observatory of International Research

Papers

(The TQCC of Reading Teacher is 2. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	52
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	19
Rethinking “Equity Sticks”: Engaging Emergent Bilinguals in Discussing Texts	18
	17
Co‐Creating Multilingual Books with Children to Foster Their Literacies	16
Teaching with Cuentos Combativos: Reading for Decolonial Futures	13
Supporting Students' Knowledge Activation before, during, and after Reading	11
Exploring Multicultural Picturebooks With Social–Emotional Themes	11
A Translanguaging Read‐Aloud	10
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	10
Better Together: Integrating Content‐Area Curriculum in the Primary Literacy Classroom	10
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	10
“I Don’t Even Know Why This is a Monument”: Exploring Multimodal Making in Early Childhood	10
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	9
Picturebook Biography Read‐Alouds and Standards for Mathematical Practice	9
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	9
Reading Beyond the Book with Primary Sources	9
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	9
Fostering Multilingual Children’s Language Development through iPad Apps	9
Engaging Kindergarten Writers Through Play Experiences	9
Moving Beyond Decoding: Teaching Pronoun Resolution to Develop Reading Comprehension	8
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts	8
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	8
Curriculum and Coaching: Maximizing our Investments in Teaching	8
	8

Issue Information	7
Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills	7
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction	7
Building Mental Models of Writers: Writing Aloud in Writing Instruction	6
The Writing Engagement Scale: A Formative Assessment Tool	6
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	6
	6
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit	6
The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development	6
Providing Proximal Rewards: Rethinking Reading Rewards and Motivation	6
Methods for Selecting Paired Picturebooks for Critical Conversations	6
Redesigning Author Study: Fanfiction and Early Elementary Literacy	5
Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach	5
In This Issue	5
Enacting a Permeable Curriculum: Language Inquiry with Popular Music	5
Key Knowledge to Support Phonological Awareness and Phonics Instruction	5
Issue Information	5
Thank You to Reviewers	5
Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children	5
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	5
The Reading Teacher’s Children’s Literature Review Column	5
Participants, Purpose, Place: Planning for Content‐Area Talk	5
Schools and Families of Early Learners Collaborating to Support At Home Read Alouds	5
	4
Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum	4
In This Issue 77:3	4
A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement	4
A Distance Learning Instructional Framework for Early Literacy	4
Serious Play for Serious Times	4
	4
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	4
Recipes as Invitations to Read, Write, and Play in Preschool	4
Co‐constructing Agency: Weaving Academic Discussion	4
In This Issue 76:3	4
Reimagining Discourse in the Classroom	3
Supporting Emergent Bilinguals' Reading in the Content Areas	3
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	3
Playing With Story Workshop in the Literacy Classroom	3
A Response to our Critics: Agreements, Clarifications, and Children	3
	3
Strengthening Students' Reading Motivation and Engagement with C.A.R.E.	3
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	3
Issue Information	3
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	3
Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing	3
Elementary Literacy Coaching in 2021: What We Know and What We Wonder	3
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job	3
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool	3
Issue Information	3
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	3

Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	3
Revisiting Reading Buddies to Support Multilingual Learners and Their Peers	3
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts	3
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	3
In This Issue 76:2	3
	3
A Dime Rolls Up to a Domino: Using Mnemonic Stories to Orient b and d	3
Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading	3
Issue Information	2
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	2
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	2
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	2
The Science of Reading Comprehension Instruction	2
A Historically Responsive Literacy Model for Reading and Mathematics	2
Homelessness in Children's Literature: A Path to Opening Additional Mirrors, Windows and Sliding Glass Doors	2
Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies	2
What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies	2
In This Issue 78:1	2
Five Recommendations to Implementing Cross‐Age Tutoring in Reading	2
Using Turn and Talk to Develop Language: Observations in Early Classrooms	2
Teachers’ Questions about Coaching: Pathways to Productive Collaborations	2
Write‐It‐Out: A Teaching Response to Foster Complete Word Analysis	2
Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom	2
Assessment Selection for Multilingual Learners’ Reading Development	2
	2
“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students	2
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	2
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	2
Using Texts as Mirrors: The Power of Readers Seeing Themselves	2
Investigate, Explore, Create: Incorporating Biographies into the K–8 Classroom Using the Biography Clearinghouse	2
Where Does Information Come From?: Visibility in Author’s Notes for Emergent Information Literacy	2
Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms	2
In This Issue 75:4	2
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	2
Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners	2
A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth	2
Responsive Teaching in the Writer’s Workshop	2
Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers	2
Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices	2
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	2
Making Agency Visible Through Picture Books	2
Issue Information	2
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	2
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	2
The Complexity of Building Bridges of Books Across Global Cultures	2
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading	2
Supporting Newcomer English Learners During Remote Learning	2
Math and Picture Books: Story, Math Anxiety, and Building Joy	2
In This Issue 77:6	2
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	2
Vocabulary Talk Moves: Using Language to Promote Word Learning	2
Issue Information	2
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies	2
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?	2
2022 Notable Books for a Global Society Research Award Winner: Heroes among us: Refugees and Immigrants inAward‐WinningChildren's Literature	2