OOIR: Observatory of International Research

Papers

(The median citation count of Scientific Studies of Reading is 2. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Cross-Modal Impact of Recent Word Encountering Experience	69
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension	54
Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements	30
Using Eye Movements to Investigate the Impact of Childhood and Recent Frequency of Occurrence on Word Identification During Reading in College	27
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording	23
Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis	22
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions	20
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia	14
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School	12
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children	11
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018	10
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement	10
How Age of Acquisition Affects Compound Word Recognition	10
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading	10
Rapid Coding of Syllable Structure by Dysfluent Developing Readers	9
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors	9
Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers	9
The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary	9
Orthographic Expectancies in the Absence of Contextual Support	9
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire	9
Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments	9
The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers	9
Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills	8
The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing	8
Comprehension Performances of Explanatory Texts in French Language according to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade	8

Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China	8
Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions	7
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis	7
To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice	7
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic	6
Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science	6
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development	6
Advancing the Science of Teaching Reading: Introduction to the Special Issue	6
Correction	6
Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling	5
Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension	4
The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach	4
A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction	4
Cross-Linguistic Differences in Morphological Processing: Evidence from English and Italian	4
The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children	4
How Does Lexical Access Fit into Models of Word Reading?	4
The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With	4
Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality	3
Correction	3
Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children	3
What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3^rd to 5^th	3
From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension	3
A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia	3
Preschool Morphological Awareness and Developmental Change in Early Reading Ability	3
Reading Left-To-Right and Right-To-Left Orthographies: Ocular Prevalence, Similarities, Differences and the Reasons for Orthographic Conventions	3
Even in predictable orthographies: Surface dyslexia in Turkish	3
Improving phonological skills and reading comprehension in deaf children: A new multisensory approach	3
Advancements in Identification and Risk Prediction of Reading Disabilities	2
Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults	2
Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children	2
Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?	2
Children Processing Novel Irregular and Regular Words During Reading: An Eye Tracking Study	2
The Word Length Effect on Text Reading Via the Braille Code	2
Enhancing Narrative Writing Abilities by Practicing Mentalization Skills	2
The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling	2
The Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5	2
Difference Between Children and Adults in the Print-speech Coactivated Network	2
Simple view of second language reading: A meta-analytic structural equation modeling approach	2
Is Direction-Specific Reading Experience Transferrable Across Orthographies? Eye Tracking Evidence from Chinese-Japanese Bilinguals	2
The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2	2
A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia	2
Developing Linguistic Constructs of Text Readability Using Natural Language Processing	2
Reading Impairment in Adolescents with Fetal Alcohol Spectrum Disorders	2