OOIR: Observatory of International Research

Papers

(The TQCC of Reading and Writing is 5. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements	69
Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect	40
Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3	36
The effect of student-directed writing goals on writing outcomes for adolescent developing writers	30
Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	29
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text	27
Spelling morphology in Hebrew: Comparing monolingual and bilingual children	26
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods	25
Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction	23
Examining teachers’ early writing knowledge and practices	23
Identification of main ideas in expository texts: selection versus deletion	21
Prosody and developmental dyslexia: a meta-analysis	20
How do children with developmental dyslexia in Chinese integrate sentence–picture information?	19
Exposure to word spelling and English foreign language vocabulary acquisition	18
Predicting reading outcomes in school starters using a computer assisted dynamic assessment of decoding	18
The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1	18
Can objective second language (L2) ages of acquisition (AoA) surpass subjective L2 AoA? Quantifying and comparing objective and subjective L2 AoA for 3500 + L2 English words	17
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis	17
Typing /s/—morphology between the keys?	17
Cognitive and linguistic predictors of spelling in brazilian portuguese: a comparative study of students in the elementary school	16
Exploring the bi-factor model representation of social behavior strategies in second language (L2) writing context: insights from Chinese universities	16
The word and character frequency effect in Chinese natural reading	16
The contribution of emotion vocabulary to the reading comprehension of the text and the task	16
Spelling abilities of Dutch children with developmental language disorder on words differing in complexity	16
Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers	15

Psychological and ecological factors predict reading interest in Chinese primary school children: a two-year investigation	15
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect	14
A community-based reading intervention for K-2 at-risk readers: program evaluation and outcomes	14
Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading	14
The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities	14
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting	13
Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish	13
Emotionally consistent discourse contexts enhance late-stage emotional reanalysis in local sentences	13
Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3	12
Modeling the interrelation of reading and mathematics achievement trajectories: is their development intertwined?	12
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia	12
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context	12
Reading strategy use scale: an analysis using the rasch rating scale model	12
The effects of narrative voice and focalization on literary text understanding: an ERP investigation	11
Is spelling related to written composition? A longitudinal study in French	11
Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos	11
Investigating transposed-character preview effects in Chinese reading	11
Introduction to the special issue: teaching writing to L1, L2, and FL learners	11
How orthographic knowledge is related to efficient word reading? Testing competing hypotheses	11
Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children	11
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)	10
Introduction to the 2021 special issue for the Association for Reading and Writing in Asia	10
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders	10
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	10
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions	10
Development and validation of the Odia handwriting evaluation tool (OHET) for lower primary school children	10
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students	10
Exploring reading-writing connections in native English speakers and English language learners	9
Digging deeper to unpack the current trends of teachers’ morphology content and pedagogical knowledge	9
Adaptability in Chinese writing: the predictive roles of growth mindset, grit, and strategy use among primary school students	9
The home literacy environment and children’s emergent literacy development: a follow-up study	9
Writing growth among non-English learners and English learners in grades 6–8 using automated writing evaluation	9
Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?	9
Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study	9
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program	9
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language	9
Phonological and orthographic processing in basic literacy adults and dyslexic children	9
Enhancing disciplinary literacy through integrated writing and process instruction: an intervention study	9
The impact of handwriting and typing on the reading acquisition process: a study using an unfamiliar orthography	9
Chain mediating role of English writing anxiety and English writing self-efficacy between teacher support, peer support, and English writing engagement among middle school students in China	9
What explains children’s digital word reading performance in L2?	9
Constructing a 30-item test for character amnesia in Chinese	8
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences	8
Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge	8
The use of lined paper in child education: impact of line presence on handwriting quality	8
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial	8
Stimulating inference-making in second grade children when reading and listening to narrative texts	8
Measuring reading anxiety in college students	8
The contributions of reading comprehension and component skills to writing quality and productivity in Grade 3 Chinese-speaking children	8
Writing a synthesis versus reading: strategies involved and impact on comprehension	8

Teaching writing during the COVID-19 pandemic in the 2021–2022 school year	8
Orthographic neighbor priming effects in L2 english for Japanese-English bilinguals: a test of the lexical quality hypothesis	8
Letters directionality effects on the inhibition of mirror generalization in the recognition of objects: evidence from the negative priming paradigm	8
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school	7
Dyslexia in higher education: specific and global components of the reading profile	7
The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD	7
Investigating factors related to Chinese–English emergent bilingual children’s English letter knowledge	7
Methods for studying the writing time-course	7
Morphological density and reading comprehension in Hebrew novice readers	7
Exploring the relationship between Chinese children’s semantic radical knowledge, character recognition, and vocabulary knowledge: a cross-lagged study	7
The simple view of reading and its broad types of reading difficulties	7
Writing about the significance of historical agents: the effects of reading and writing instruction	7
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	7
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study	7
Epistemic modality in upper elementary students’ argument writing: a feature of argumentation	7
What do teacher educators know about English spelling?	6
Context facilitates the decoding of lexically ambiguous words for adult literacy learners	6
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English	6
Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom	6
EAL reading growth during and beyond an undergraduate transition program: a 4-year longitudinal eye-movement study	6
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study	6
Does ChatGPT simplify texts like expert teachers? Linguistic features of simplified texts	6
Are teachers’ knowledge of language and literacy concepts and students’ reading performance reciprocally related?	6
The impact of mathematical-content complexity on students’ mathematics-writing performance	6
Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities	6
Fiction exposure and reading ability: developing a Chinese version of author recognition test	6
Phonological deficits in the co-occurrence of reading and mathematical difficulties in Chinese	6
Effects of a cognitive strategies intervention on secondary students’ argument writing in history	6
Disentangling family environmental factors in predicting children’s short-term memory capacity and social understanding competency	6
How does first language achievement impact second language reading anxiety? Exploration of mediator variables	6
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography	6
Two facets of context sensitivity and reading comprehension in L2 children	6
Parents with ADHD supporting their preschoolers’ writing	6
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension	6
Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence	6
An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach	6
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	5
“AI’m learning to read!”: A kindergarten experiment with a chatbot	5
The influence of writing medium and gesture modality on early literacy skills	5
Mathematics-writing profiles for students with mathematics difficulty	5
Examining the relations between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts	5
Motivation to write in the digital age: examining early primary students’ attitudes towards paper and computer-based text composing	5
Reading competencies in school-age children born preterm: the role of birth weight	5
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness	5
Developmental trajectories of children’s radical awareness and Chinese character recognition in the early elementary grades and their influential factors: based on parallel process latent growth curve	5
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students	5
The role of causal and concessive connectives in comprehending and producing L2 English discourse	5
The COVID-19 impact on reading achievement growth of Grade 3–5 students in a U.S. urban school district: variation across student characteristics and instructional modalities	5
Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties	5
L1-Assisted L2 reading comprehension: evidence from the differential impacts of L1 pre- and post-reading questions on L2 reading comprehension	5
The contributions of transcription skills to paper-based and computer-based text composing in the early years	5
Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension	5
The impact of regularity and consistency on the satiation effect of Chinese characters	5
What makes an item difficult to read: insights on Spanish–English bilingual students’ decoding of Spanish words and pseudowords	5
“Writing with them, not for them”: Examining teacher candidates’ pedagogical reasoning during and after simulated elementary writing conferences	5
When does parents’ teaching make a difference? The relationships between home literacy environment and Chinese language and literacy skills	5
Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students	5
Long-term effects of an SRSD writing intervention for elementary school children	5
Classroom experiences of multilingual learners and English-only students in preschool through third grade	5
The dynamic relationship between phonological awareness, morphological awareness and character reading in chinese early readers: a three-year longitudinal study	5
Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level	5
The effects of orthographic contexts on lexical retrieval in Thai: an eye-tracking study	5
Semantic radical transparency significantly affects incidental vocabulary learning of Chinese: evidence from eye-movement tracking	5
Characteristics of preschoolers' early spelling in Hebrew	5
The impact of text reading fluency on reading comprehension in a consistent orthography through longitudinal observation of Korean 1st and 2nd graders	5
Testing the model of a proficient academic reader (PAR) in a postsecondary context	5
Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills	5