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 2022-06-01 to 2026-06-01.)

Article	Citations
	31
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	28
Better Together: Integrating Content‐Area Curriculum in the Primary Literacy Classroom	23
Teaching with Cuentos Combativos: Reading for Decolonial Futures	17
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	17
Supporting Students' Knowledge Activation before, during, and after Reading	17
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	15
Exploring Multicultural Picturebooks With Social–Emotional Themes	15
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	12
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	11
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	11
	11
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	10
Sequencing Nursery Rhymes Through Early Coding in Preschool Settings	10
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	9
Providing Proximal Rewards: Rethinking Reading Rewards and Motivation	9
“AI Is Like 50% Good and 50% Bad”: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom	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
Methods for Selecting Paired Picturebooks for Critical Conversations	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
Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach	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
Latina Girls Rising: Centering & Amplifying Latina Girls Experiences Through Children's and Young Adult Literature	7
Building Mental Models of Writers: Writing Aloud in Writing Instruction	7
Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	7
The Reading Teacher’s Children’s Literature Review Column	7
Ready, Set for Variability, Read!	7
Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills	7
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	6
Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children	6
Issue Information	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
Thank You to Reviewers	6
Redesigning Author Study: Fanfiction and Early Elementary Literacy	6
Recipes as Invitations to Read, Write, and Play in Preschool	6
In This Issue	6
	5
Issue Information	5
In This Issue 76:3	5
Issue Information	5
In This Issue 76:2	5
Strengthening Students' Reading Motivation and Engagement with C.A.R.E.	5
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool	5
A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement	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
Serious Play for Serious Times	5
In This Issue 77:3	5
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	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
Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing	4
Building Thinking Classrooms in Literacy: Collaborative Semantic Gradients for Grades 2–7 Content Reading	4
Establishing “Selfhood”—A Book Club, Community‐Based Theater and Literary Interpretations	4
	4
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	4
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	4
The Effectiveness of Explicit Vocabulary Instruction for Bilingual Autistic Children	4
Building Knowledge, Building Minds: How Content‐Rich Instruction Matters for Vocabulary and Reading Comprehension	4
“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students	4
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	4
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts	4
Promoting Fluency Through Challenge: Repeated Reading With Texts of Varying Complexity	4
Linguistic Patterns in Dual‐Language Books: Strategies to Shape Meaning‐Making for Multilingual Readers	4
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	4
Introducing the Record of Decision‐Making: A New Formative Assessment for Oral Reading	4
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	4

Playing With Story Workshop in the Literacy Classroom	4
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	4
Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	4
Students Defining Cultural Relevance: Learning From Text Selection in Bilingual Book Clubs	3
From Preparation to Practice: A Follow Up Study of Novice Teachers' Use of Texas Reading Academy Practices	3
What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies	3
Broadening English‐Centric Early Literacy Pedagogies: Building on Young Spanish‐English Bilingual Children's Language and Home Literacy Practices	3
In This Issue 77:6	3
Autores Fuertes: Practices of a Community Translingual Repertoire	3
Write‐It‐Out: A Teaching Response to Foster Complete Word Analysis	3
Math and Picture Books: Story, Math Anxiety, and Building Joy	3
Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
Issue Information	3
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	3
Making Agency Visible Through Picture Books	3
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	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
Humanizing History: Using Historical Fiction Texts to Develop Disciplinary and Racial Literacies	3
Investigate, Explore, Create: Incorporating Biographies into the K–8 Classroom Using the Biography Clearinghouse	3
In This Issue 78:1	3
Issue Information	3
Vocabulary Talk Moves: Using Language to Promote Word Learning	3
Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers	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
Bilingual Literacy Curricula for Bilingual Deaf Students	3
	3
“Wait and See” Project: Journaling and Arts‐Integration to Explore Identity With Multilingual Learners	3
Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms	3
Using Texts as Mirrors: The Power of Readers Seeing Themselves	3
The Complexity of Building Bridges of Books Across Global Cultures	3
The Living Room: Fostering Ubuntu and Pro‐Black Literacies in Middle School	3
A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth	3
Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies	3
“Building Better Readers: Key Findings From a Broad Evidence Review”	3
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?	3
The Importance of Adaptive Literacy Instruction: Now More Than Ever	3