OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Reading is 6. 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
How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development	75
The relations between morphological awareness and reading comprehension in beginner readers to young adolescents	27
First and second language vocabulary affect early second language reading comprehension development	23
Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period	19
Understanding reading motivation across different text types: qualitative insights from children	19
What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?	16
Predictors of reading and spelling skills in German: the role of morphological awareness	15
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents	13
Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension	13
The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study	12
The unique contribution of vocabulary in the reading development of English as a foreign language	12
Stop multitasking and just read: meta‐analyses of multitasking's effects on reading performance and reading time	12
The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018	11
Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers	11
The relationship between paired associate learning and Chinese word reading in kindergarten children	11
The story so far: A systematic review of the dialogic reading literature	10
Predictors of single word spelling in English speaking children: a cross sectional study	10
Language and reading development in children learning English as an additional language in primary school in England	9
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia	9
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension	9
A computer adaptive measure of reading motivation	8
Executive functioning and word reading in Hong Kong Chinese children: A 1‐year longitudinal perspective	8
Estimates of individual differences in vocabulary size in English: how many words are needed to ‘close the vocabulary gap’?	8
What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school	8
Patterns and predictors of reading comprehension growth in first and second language readers	8

Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words	8
Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography	7
Experiencing literature on the e‐reader: the effects of reading narrative texts on screen	7
Multidimensional morphological assessment for middle school students	7
The role of meta‐cognitive cues on the comprehension of proficient and poor readers	7
Reading for pleasure among Jordanian children: a community‐based reading intervention	7
Reading competence and its impact on writing: an approach towards mental representation in literacy tasks	6
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception	6
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	6
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles	6
Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children	6
Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading	6
Delivering language intervention at scale: promises and pitfalls	6
Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6	6
Improving boys' reading comprehension with readers theatre	6
Evaluating the Effectiveness of a ‘Real‐World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial	6