OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Reading is 4. 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
What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?	24
The story so far: A systematic review of the dialogic reading literature	21
Predictors of reading and spelling skills in German: the role of morphological awareness	18
The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018	15
Stop multitasking and just read: meta‐analyses of multitasking's effects on reading performance and reading time	15
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia	13
The unique contribution of vocabulary in the reading development of English as a foreign language	13
Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension	13
What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school	12
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension	10
Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words	10
Multidimensional morphological assessment for middle school students	9
Delivering language intervention at scale: promises and pitfalls	9
Experiencing literature on the e‐reader: the effects of reading narrative texts on screen	9
Patterns and predictors of reading comprehension growth in first and second language readers	9
Reading for pleasure among Jordanian children: a community‐based reading intervention	9
Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading	8
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles	8
Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low‐achieving and typically developing K to first grade students	8
Reading competence and its impact on writing: an approach towards mental representation in literacy tasks	8
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception	7
The development and validation of the Teachers' Self‐Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c) scale: a pilot study	7
The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic	6
Bridging form and meaning: support from derivational suffixes in word learning	6
Scaffolding the academic language of complex text: an intervention for late secondary students	6

Reading motivation, well‐being and reading achievement in second grade students	6
Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed	5
Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities	5
Third graders' strategy use and accuracy on an expository text: an exploratory study using eye movements	5
Special issue editorial: Advances in understanding the role of morphemes in literacy development	5
The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish‐speaking children	5
Developmental trajectories for literacy and math skills from primary to secondary school	4
Teacher–researcher partnership in the translation and implementing of PALS (Peer‐Assisted Learning Strategies): An international perspective	4
Cross‐linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge	4
Effects of year of post‐secondary study on reading skills for L1 and L2 speakers of English	4
Shared storybook reading with children at family risk of dyslexia	4
The gold standard for whom? Schools' experiences participating in a randomised controlled trial	4
It all starts at home: ‘Home reading environment and reading outcomes in rural China’	4
The relationship between basic auditory processing, prosodic sensitivity and reading in German adults	4
Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten	4
Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks	4