Reading and Writing

Papers
(The TQCC of Reading and Writing 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis33
Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers26
Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality25
Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy24
Teaching writing in grades 4–6 in urban schools in Chile: a national survey23
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance20
Foreign language reading anxiety and its correlates: a meta-analysis19
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference19
Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research18
Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse16
Handwriting fluency and the quality of primary grade students’ writing16
Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading16
Research and teaching writing15
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments15
Teaching writing in the primary grades in Norway: a national survey15
To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment14
Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality14
Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language14
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach13
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education13
The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders13
The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers12
Mapping multiple documents: From constructing multiple document models to argumentative writing12
Reading and math skills development among Finnish primary school children before and after COVID-19 school closure12
How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?12
Chinese children benefit from alternating-color words in sentence reading12
The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: differences between Grade 4 and Grade 6 students12
E-book reading in kindergarten and story comprehension support12
Discourse synthesis: Textual transformations in writing from sources11
Collaborative writing as a bridge from peer discourse to individual argumentative writing11
The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements11
Writing motivational incentives of middle school emergent bilingual students11
How educators use mathematics writing in the classroom: a national survey of mathematics educators11
Comparing the effects of different book reading techniques on young children’s language development11
An investigation into learners’ ideal L2 self and its motivational capacity11
The mirror reflects more for genial than for casual: right-asymmetry bias on the visual word recognition of words containing non-reversal letters11
Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity11
Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets10
A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills10
Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy10
Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency10
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement9
Effectiveness of an SRSD writing intervention for low- and high-SES children9
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses9
Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities9
Who writes what when?: Examining children’s early composing9
Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3–89
Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms9
Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia9
Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic9
The relationship between motivation to read and reading comprehension in chilean elementary students9
The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades8
Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis8
Characteristics of the preschool home literacy environment which predict writing skills at school8
Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and ha8
The contributions of separate pinyin skills and oral vocabulary to Chinese word reading of U.S. Mandarin immersion third graders8
Variability and stability in parent–child discourse during and following repeated shared book reading8
A longitudinal investigation of prosodic sensitivity and emergent literacy8
Cognitive predictors of arithmetic, reading, and spelling in Brazilian Portuguese-speaking children8
Concurrent and longitudinal predictors of beginning writing in Chinese: the unique role of copying skills8
Supporting struggling readers at secondary school: an intervention of reading strategy instruction8
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables8
Identifying profiles of struggling adult readers: relative strengths and weaknesses in lower-level and higher-level competencies8
Syntactic predictors for text quality in Dutch upper-secondary school students’ L1 argumentative writing8
Writing expository essays from social studies texts: a self-regulated strategy development study8
Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency8
Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency8
Exploring kindergarten teachers’ classroom practices and beliefs in writing7
Factors that influence reading acquisition in L2 english for students in Bangalore, India7
Is typewriting more resources-demanding than handwriting in undergraduate students?7
Latent profiles of attitudes toward print and digital reading among adolescents7
Evaluating effects of different forms of revision instruction in upper-primary students7
Effects of negative emotional valence on readers’ text processing and memory for text: an eye-tracking study7
Teaching writing in primary education (grades 1–6) in Australia: a national survey7
Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books7
Constructed dialogs reveal skill development in argumentive writing7
A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion7
Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?7
Word-to-text integration in English as a second language reading comprehension6
Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?6
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency6
Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?6
Relation between digital tool practices in the language arts classroom and reading comprehension scores6
The role of morphological awareness in the development of reading comprehension in Hebrew-speaking second-graders6
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition6
Dynamic assessment as a predictor of reading development: a systematic review6
Source inclusion in synthesis writing: an NLP approach to understanding argumentation, sourcing, and essay quality6
Early literacy in Arabic: the role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills6
The relationship between second language college students’ perceptions of online feedback on draft-writing and academic procrastination6
The relationships between paired associate learning and Chinese word writing in kindergarten children6
Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills6
The effect of transcription skills, text generation, and self-regulation on Icelandic children’s text writing6
Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehension6
Validity of automated text evaluation tools for written-expression curriculum-based measurement: a comparison study6
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 modalities6
Defining the relationship between fine motor visual-spatial integration and reading and spelling6
The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills6
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools6
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States6
Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text6
Effect of alternating-color words on oral reading in grades 2–5 Chinese children: evidence from eye movements5
Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education5
Clozing in on reading comprehension: a deep cloze test of global inference making5
What do teachers know about dyslexia? It’s complicated!5
Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students5
What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction5
Same or different: Chinese character reading and word reading of young readers with development5
Examining teachers’ early writing knowledge and practices5
Use of morphological and contextual cues in children’s lexical inferencing in L1 and L25
The effect of communicative purpose and reading medium on pauses during different phases of the textualization process5
Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying5
Phonological task comparability in Arabic and relation to reading: a longitudinal assessment in kindergarten and first grade5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder5
Orthographic learning through self-teaching among learners of English as a second language5
Pausing and breathing while reading aloud: development from 2nd to 7th grade in French speaking children5
Writing a synthesis versus reading: strategies involved and impact on comprehension5
How syntactic awareness might influence reading comprehension in English–French bilingual children5
Children’s surface, textbase, and situation model representations of written and illustrated written narrative text5
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework5
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills5
Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal5
The longitudinal relationship between early inhibitory control skills and emergent literacy in preschool children4
Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography4
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade4
Linguistic constraints on the cross-linguistic variations in L2 word recognition4
Writing-to-Learn in Elementary Classrooms: A National Survey of U.S. Teachers4
Chinese secondary school students’ reading engagement profiles: associations with reading comprehension4
Introducing phonics to learners who struggle: content and embedded cognitive elements4
Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge4
The link between executive functions and literacy: introduction4
Probing what’s behind the test score: application of multi-CDM to diagnose EFL learners’ reading performance4
Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German4
Online interventions to help college students to improve the degree of integration of their argumentative synthesis4
Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study4
How does first language achievement impact second language reading anxiety? Exploration of mediator variables4
Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome4
Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths4
Early prediction of reading development in Japanese hiragana and kanji: a longitudinal study from kindergarten to grade 14
Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary4
What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students4
Examining undergraduates’ text-based evidence identification, evaluation, and use4
Children with handwriting difficulties: developing orthographic knowledge of alphabet-letters to improve capacity to write alphabet symbols4
The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study4
Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners’ test performance4
Lexical properties influencing visual word recognition in Hangul4
Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth4
Exploring the dimensionality of kindergarten written composition4
The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms4
Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text4
Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?4
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English4
Semantic and syntactic constraints in resolving homography: a developmental study in Hebrew4
IRT analyses of Arabic letter knowledge in Kindergarten4
Relationships between self-regulation, social skills and writing achievement in digital schools4
Longitudinal effects of different aspects of morphological awareness skills on early spelling development4
Profiles of warm engagement and cold evaluation in multiple-document comprehension4
Comprehension of grammatical aspect markers le and zai in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder4
Dual-stage and dual-deficit? Word recognition processes during text reading across the reading fluency continuum4
Development of morphological priming effects in reading aloud in the biscriptal Bosnian orthography4
A sentence-combining intervention for struggling writers: response to intervention4
Modeling morphological processing in Korean: within- and cross-scriptal priming effects on the recognition of Sino-Korean compound words4
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany4
What makes a good reader? Worldwide insights from PIRLS 20164
Verbal fluency as a predictor of autism spectrum disorder diagnosis and co-occurring attention-deficit/hyperactivity disorder symptoms4
Modelling typing disfluencies as finite mixture process4
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