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 2020-11-01 to 2024-11-01.)

Article	Citations
The Science of Reading Comprehension Instruction	36
Literacy in Lockdown: Learning and Teaching During COVID‐19 School Closures	34
Foggy Mirrors, Tiny Windows, and Heavy Doors: Beyond Diverse Books toward Meaningful Literacy Instruction	15
Constructing Meaning Online: Teaching Critical Reading in a Post‐Truth Era	11
Supporting the Right to Read: Principles for Selecting Children’s Books	11
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	10
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	10
Essential Practices for Engaging Young Children as Writers: Lessons from Expert Early Writing Teachers	10
Digital Citizenship, Media Literacy, and the ACTS Framework	10
A Transraciolinguistic Approach for Literacy Classrooms	9
Exploring Multicultural Picturebooks With Social–Emotional Themes	9
Making the Move Online: Interactive Read‐Alouds for the Virtual Classroom	9
Digitally Supported Disciplinary Literacy in Elementary Instruction	9
Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary	8
Access to Multicultural Children’s Literature During COVID‐19	8
Serious Play for Serious Times	8
Toward Early Literacy as a Site of Belonging	8
A Historically Responsive Literacy Model for Reading and Mathematics	8
Enacting Quality Talk Discussions About Text: From Knowing the Model to Navigating the Dynamics of Dialogic Classroom Culture	8
Sharing Power in Read‐Alouds with Emergent Bilingual Students	8
Key Knowledge to Support Phonological Awareness and Phonics Instruction	7
Examination of Teacher Practices on Student Motivation for Reading	7
Delivering on the Promise of the Science of Reading for All Children	7
Translanguaging Together: Building Bilingual Identities con Nuevos Amigos	7
Emergent Bilinguals’ Use of Word Prediction Software Amid Digital Composing	7

Fostering Hope with Children's Literature	6
Lessons from a Decade of Research on Multifaceted Vocabulary Instruction	6
Making Space for Multilingualism: Using Translanguaging Pedagogies to Disrupt Monolingual Language Ideologies within a Culturally Responsive Kindergarten Curriculum	6
Reimagining Discourse in the Classroom	6
Building on Linguistic Strengths: Tenets of a Culturally Sustaining Teacher	6
(Info)Graphically Inclined: A framework of infographic learning	6
Interactive Read‐Alouds as Translanguaging Spaces	5
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	5
Disciplinary Literacies in K–2 Classrooms: A Curriculum Exploration	5
Prioritizing Purposeful and Playful Language Learning in Pre‐K	5
Normalizing Black Students/Youth and their Families' Digital andSTEAMLiteracies	5
Supporting Multilingual Black Children: Building on Black Language Genius	5
Translanguaging as Norm: Rejecting Narrow and Restrictive Notions of Reading	5
An Asset‐based Practice for Teaching Bilingual Readers	5
Zooming Into Summer: Key Takeaways From a Virtual Summer Reading Intervention	5
Comprehending Character: Unlocking the Potential of Perspective‐taking	5
There’s No One Way to Be Bilingual: Knowing Students’ Language Practices	5
“Teacher, Teacher, can’t Catch Me!”: Teaching Vocabulary and Grammar using Nursery Rhymes to Children for Whom English is an Additional Language	5
Activating Joy Through Culturally and Historically Responsive Read‐Alouds	5
Elementary Literacy Coaching in 2021: What We Know and What We Wonder	5
Dual‐Language Books as a Red Herring: Exposing Language Use and Ideologies	5
Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading	5
A Distance Learning Instructional Framework for Early Literacy	5
Partnering with Families to Use Screen Time for Supporting Early Language and Literacy	5
Teaching (Bi)Multilingual Learners: Connecting Languages	5
Using Texts as Mirrors: The Power of Readers Seeing Themselves	4
Building Inclusivity and Empathy Through Writers' Workshop	4
Creating a Classroom Vision for Teaching Writing	4
Learning Words That Matter: Selecting Vocabulary Words for Young Children	4
Supporting Young Students’ Word Study During the COVID‐19 Quarantine: ABC Scavenger Hunt	4
Analyzing Representations of Individuals with Disabilities in Picture Books	4
Beyond Multimodality to Multiplicity: Developing More Equitable and Relevant Literacy Learning Spaces for Young Children	4
Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School	4
Picture Books and Young Learners’ Reading Identities	4
Lessons Learned? Reading Wars, Reading First, and a Way Forward	4
Surprise, Surprise! Exploring Dust Jackets, Case Covers, and Endpapers in Picture Books to Support Comprehension	4
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	4
Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit	4
What’s Happening to Shared Picture Book Reading in an Era of Phonics First?	4
Fostering Civic Reasoning Through Disciplinary Literacy	4
“This Is Crazy…She’s Real”: How Fourth‐Grade Readers Establish Source Authority	4
Lessons From Pandemic Teaching for Content Area Learning	3
Migrant and Refugee Background Students Learning Through Play	3
Teachers’ Choices: Are they the Right Books for Science Instruction?	3
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	3
Rights and Responsibilities With Tech: Students’ Take on Classroom Policies	3
Teaching Students to Translate Poetry	3
Moving Beyond Decoding: Teaching Pronoun Resolution to Develop Reading Comprehension	3
A “Good Game” of Readers Responding	3
Reading, Research and Relationships in a Third‐Grade Virtual Book Club	3

A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills	3
The Development of Sight Vocabulary	3
Teachers’ Questions about Coaching: Pathways to Productive Collaborations	3
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	3
Making Agency Visible Through Picture Books	3
Assessment Selection for Multilingual Learners’ Reading Development	3
Bilingual Families’ Perspectives on Literacy Resources and Supports at Home	3
Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry	3
Talking About Books: Scaffolding Deep Discussions	3
Seeking Middle Ground: Analyzing Running Records From the Top and Bottom	3
Co‐Creating Multilingual Books with Children to Foster Their Literacies	3
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	3
Bias Starts Early. Let's Start Now: Developing an Anti‐Racist, Anti‐Bias Book Collection for Infants and Toddlers	3
Creating Multilingual Classroom Worlds Through Children’s Literature	3
Targeted Reading Instruction: Four Guiding Principles	3
Maximizing Small‐Group Reading Instruction	3
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	3
Promoting Language and Literacy Skills through Music in Early Childhood Classrooms	3
Scaffolding Literacy Learning Through Talk: Stance as a Pedagogical Tool	3
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	3
2022 Notable Books for a Global Society Research Award Winner: Heroes among us: Refugees and Immigrants inAward‐WinningChildren's Literature	2
Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom Practices	2
Writing Play‐Books With Linguistically Diverse Young Learners	2
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	2
“What’s the Main Idea?”: Using Text Structure to Build Comprehension	2
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	2
The “P” Word Revisited: 8 Principles for Tackling Today’s Questions and Misconceptions about Phonics Instruction	2
Facilitative Talk: Shaping a Culture of Professional Learning Over Time	2
Using Turn and Talk to Develop Language: Observations in Early Classrooms	2
More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development	2
Literary Analysis and Writing: An Integrated Instructional Routine	2
A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs	2
Talking Drawings: A Multimodal Pathway for Demonstrating Learning	2
Literacy Activities that Highlight Emergent and Beginning Literacy Development	2
Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness	2
The Importance of Dyadic Classroom Conversations for Dual Language Learners	2
The End Is Only the Beginning: Exploring Endpapers in Picturebook Biographies	2
Empowering Reading with Home Language Texts	2
Rethinking Text Features in the Digital Age: Teaching Elementary Students to Navigate Digital Stories, Websites, and Videos	2
First and Second Conversations: Remote Learning and Interpretive Boundaries	2
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	2
Through Lines: Exploring Past/Present Connections in Middle Grade Novels	2
Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension	2
Making Mistakes: Children's Errors as Opportunities for Emergent Literacy Learning in Early Childhood	2
Supporting Emergent Writing with Oral Storytelling Strategies	2
Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books	2
Building Critical Reading and Critical Literacy With Picturebook Analysis	2
A Well‐Rounded Diet: Fueling Children’s Vocabulary Development	2
The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development	2
Responsive Teaching in the Writer’s Workshop	2
A Translanguaging Read‐Aloud	2
Promoting Early Writing Across the School Day	2
Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon	2
Supporting Scientific Discussions: Moving Kindergartners’ Conversations Forward	2
Multicomponent Reading Intervention: A Practitioner's Guide	2
Digital Reading Check‐ins: Supporting Independent Digital Reading	2
Fact from Fiction: The Learning Benefits of Listening to Historical Fiction	2
Diverse Experiences in Children's Literature: Langston Hughes	2
Making the Most ofRead‐Aloudsto SupportPrimary‐GradeStudents'Inference‐Making	2
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	2
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	2
Supporting Newcomer English Learners During Remote Learning	2
Building a Bridge: Writing and Reading Connections in Early Childhood	2
Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary	2
Writing to Learn in Science: Accommodations to Support English‐Language Learners’ Writing Skills and Science Content Learning in Grade 5	2
Refining Literacy Pedagogy through Practitioner Inquiry Partnerships	2
Developing Language Through Science	2
Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6	2
In and Out of the Unknown: Lessons from Immigrant Families Promoting Multiliteracies During the COVID‐19 Pandemic	2
“I Don’t Even Know Why This is a Monument”: Exploring Multimodal Making in Early Childhood	2