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 2020-04-01 to 2024-04-01.)

Article	Citations
Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures	30
Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging	26
The Science of Reading Comprehension Instruction	25
Foggy Mirrors, Tiny Windows, and Heavy Doors: Beyond Diverse Books toward Meaningful Literacy Instruction	12
Beyond Apps: Digital Literacies in a Platform Society	11
Supporting the Right to Read: Principles for Selecting Children’s Books	10
Confronting Bias With Children’s Literature: A Preservice Teacher’s Journey to Developing a Critical Lens for Reading the Word and the World	10
Starting From Scratch (Jr.): Integrating Code Literacy in the Primary Grades	9
Digital Citizenship, Media Literacy, and the ACTS Framework	8
Toward Early Literacy as a Site of Belonging	8
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	8
Making the Move Online: Interactive Read‐Alouds for the Virtual Classroom	8
Constructing Meaning Online: Teaching Critical Reading in a Post‐Truth Era	8
Access to Multicultural Children’s Literature During COVID‐19	8
A Historically Responsive Literacy Model for Reading and Mathematics	7
Enacting Quality Talk Discussions About Text: From Knowing the Model to Navigating the Dynamics of Dialogic Classroom Culture	7
Digitally Supported Disciplinary Literacy in Elementary Instruction	7
Measuring Reading Motivation: A Cautionary Tale	7
Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds	7
A Transraciolinguistic Approach for Literacy Classrooms	7
Sharing Power in Read‐Alouds with Emergent Bilingual Students	7
Serious Play for Serious Times	6
Lessons from a Decade of Research on Multifaceted Vocabulary Instruction	6
Bringing Bilingualism to the Center of Guided Reading Instruction	6
Essential Practices for Engaging Young Children as Writers: Lessons from Expert Early Writing Teachers	6

What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	6
Delivering on the Promise of the Science of Reading for All Children	6
The Future of the Science of Reading	6
Zooming Into Summer: Key Takeaways From a Virtual Summer Reading Intervention	5
Incorporating Multimodal Literacies Into Classroom‐Based Reading Assessment	5
Reimagining Discourse in the Classroom	5
Exploring Multicultural Picturebooks With Social–Emotional Themes	5
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading	5
Fostering Hope with Children's Literature	5
A Distance Learning Instructional Framework for Early Literacy	5
An Asset‐based Practice for Teaching Bilingual Readers	5
Countering Dominant Discourses and Reaffirming Cultural Identities of Learners From Refugee Backgrounds	5
Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary	5
There’s No One Way to Be Bilingual: Knowing Students’ Language Practices	5
Emergent Bilinguals’ Use of Word Prediction Software Amid Digital Composing	5
Translanguaging Together: Building Bilingual Identities con Nuevos Amigos	5
Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies	4
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	4
The Art of Asking Questions: Unlocking the Power of a Coach’s Language	4
Creating a Classroom Vision for Teaching Writing	4
Interactive Read‐Alouds as Translanguaging Spaces	4
Elementary Literacy Coaching in 2021: What We Know and What We Wonder	4
Analyzing Representations of Individuals with Disabilities in Picture Books	4
Disciplinary Literacies in K–2 Classrooms: A Curriculum Exploration	4
Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School	4
Activating Joy Through Culturally and Historically Responsive Read‐Alouds	4
The Science of Reading: Making Sense of Research	4
Examination of Teacher Practices on Student Motivation for Reading	4
Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers	4
Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children	4
Making Space for Multilingualism: Using Translanguaging Pedagogies to Disrupt Monolingual Language Ideologies within a Culturally Responsive Kindergarten Curriculum	4
Supporting Young Students’ Word Study During the COVID‐19 Quarantine: ABC Scavenger Hunt	4
Picture Books and Young Learners’ Reading Identities	3
Learning Words That Matter: Selecting Vocabulary Words for Young Children	3
Moving Beyond Decoding: Teaching Pronoun Resolution to Develop Reading Comprehension	3
Bilingual Families’ Perspectives on Literacy Resources and Supports at Home	3
Co‐Creating Multilingual Books with Children to Foster Their Literacies	3
“We Are Stories”: Centering Picturebooks in the Reading Support Class	3
Metatalk Moves: Examining Tools for Collective Academic Discourse Learning	3
Teachers’ Questions about Coaching: Pathways to Productive Collaborations	3
Key Knowledge to Support Phonological Awareness and Phonics Instruction	3
Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand	3
Lessons Learned? Reading Wars, Reading First, and a Way Forward	3
Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher	3
Translanguaging as Norm: Rejecting Narrow and Restrictive Notions of Reading	3
Toward Reciprocity and Agency in Students’ Digital Reading	3
Seeking Middle Ground: Analyzing Running Records From the Top and Bottom	3
Surprise, Surprise! Exploring Dust Jackets, Case Covers, and Endpapers in Picture Books to Support Comprehension	3
(Info)Graphically Inclined: A framework of infographic learning	3
The Development of Sight Vocabulary	3

Building Inclusivity and Empathy Through Writers' Workshop	3
Prioritizing Purposeful and Playful Language Learning in Pre‐K	3
“Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language	3
Teaching (Bi)Multilingual Learners: Connecting Languages	3
Making Agency Visible Through Picture Books	3
Assessment Selection for Multilingual Learners’ Reading Development	3
Scaffolding Literacy Learning Through Talk: Stance as a Pedagogical Tool	3
Lessons From Pandemic Teaching for Content Area Learning	3
A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills	3
Comprehending Character: Unlocking the Potential of Perspective‐taking	3
Targeted Reading Instruction: Four Guiding Principles	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
The Importance of Dyadic Classroom Conversations for Dual Language Learners	2
Supporting Scientific Discussions: Moving Kindergartners’ Conversations Forward	2
Maximizing Small‐Group Reading Instruction	2
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	2
Rights and Responsibilities With Tech: Students’ Take on Classroom Policies	2
Facilitative Talk: Shaping a Culture of Professional Learning Over Time	2
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	2
The Skill, Will, and Thrill of Comprehending Content Area Texts	2
Literary Analysis and Writing: An Integrated Instructional Routine	2
Building a Bridge: Writing and Reading Connections in Early Childhood	2
Refining Literacy Pedagogy through Practitioner Inquiry Partnerships	2
Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words	2
“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority	2
Literacy Activities that Highlight Emergent and Beginning Literacy Development	2
Bias Starts Early. Let's Start Now: Developing an Anti‐Racist, Anti‐Bias Book Collection for Infants and Toddlers	2
Teachers’ Choices: Are they the Right Books for Science Instruction?	2
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	2
Partnering with Families to Use Screen Time for Supporting Early Language and Literacy	2
“What’s the Main Idea?”: Using Text Structure to Build Comprehension	2
Teaching Students to Translate Poetry	2
Promoting Language and Literacy Skills through Music in Early Childhood Classrooms	2
Supporting Newcomer English Learners During Remote Learning	2
Literacy Leadership From the Classroom: Learning From Teacher Leaders	2
Using Turn and Talk to Develop Language: Observations in Early Classrooms	2
Developing Adaptive Expertise at Facilitating Dialogic Text Discussions	2
Developing Language Through Science	2
The End Is Only the Beginning: Exploring Endpapers in Picturebook Biographies	2
Creating Multilingual Classroom Worlds Through Children’s Literature	2
Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit	2
Supporting Multilingual Black Children: Building on Black Language Genius	2
Normalizing Black Students/Youth and their Families' Digital and STEAM Literacies	2
What’s Happening to Shared Picture Book Reading in an Era of Phonics First?	2
The “P” Word Revisited: 8 Principles for Tackling Today’s Questions and Misconceptions about Phonics Instruction	2
Through Lines: Exploring Past/Present Connections in Middle Grade Novels	2
The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development	2
Using Texts as Mirrors: The Power of Readers Seeing Themselves	2
Responding to Informational Texts Across the Efferent–Aesthetic Continuum in Preschool	2
More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development	2
“I Don’t Even Know Why This is a Monument”: Exploring Multimodal Making in Early Childhood	2
Building Critical Reading and Critical Literacy With Picturebook Analysis	2