OOIR: Observatory of International Research

Papers

(The median citation count of Scientific Studies of 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 2022-05-01 to 2026-05-01.)

Article	Citations
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording	23
Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements	22
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions	21
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension	21
Cross-Modal Impact of Recent Word Encountering Experience	21
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children	20
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia	17
How Age of Acquisition Affects Compound Word Recognition	17
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading	15
That’s Capital! An Intervention Study of Children’s Capitalization Use	15
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018	14
Components of Reading Comprehension in Learners of English as a Foreign Language	14
Is the Role of Set for Variability in Word Reading Influenced by Conditions Leading to Partial Decoding?	13
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors	13
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire	13
Writing Motivation Profiles Among Diverse Adolescents: A Mixed Methods Study	12
The Foundations of Arabic Word Reading: Evidence from a 2-Year Longitudinal Study	12
Rapid Coding of Syllable Structure by Dysfluent Developing Readers	11
A Randomized Controlled Trial of the Self-Regulated Strategy Development (SRSD) Instructional Model Using Tier 2 Response-To-Intervention Framework for Middle School Students At-Risk for Writing Diffi	11
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement	11
The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers	10
Peer Assisted Learning Strategies (PALS-UK) Increases Reading Attainment, Oral Fluency and Comprehension: A Cluster Randomized Controlled Trial	10
Oral Language and Writing Skills in the First Years of Formal Education	10
Orthographic Expectancies in the Absence of Contextual Support	10
The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary	10

Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions	9
Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China	9
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic	8
To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice	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
Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension	7
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis	7
Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling	7
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development	7
Advancing the Science of Teaching Reading: Introduction to the Special Issue	7
A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction	6
The Impact of Character Complexity on Chinese Literacy: A Generalized Additive Modeling Approach	6
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	6
Cross-Linguistic Differences in Morphological Processing: Evidence from English and Italian	6
The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children	6
Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality	5
A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia	5
Reading Left-To-Right and Right-To-Left Orthographies: Ocular Prevalence, Similarities, Differences and the Reasons for Orthographic Conventions	5
Improving phonological skills and reading comprehension in deaf children: A new multisensory approach	5
Preschool Morphological Awareness and Developmental Change in Early Reading Ability	5
Correction	5
Orthographic Pathways for Chinese Word Reading and Spelling in Children with Autism Spectrum Disorder (ASD)	5
Developmental Differences in Exogenous and Endogenous Attentional Orienting in Chinese Children With Dyslexia	5
Simple view of second language reading: A meta-analytic structural equation modeling approach	4
The Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5	4
Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Immigrant Families	4
The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling	4
Is Direction-Specific Reading Experience Transferrable Across Orthographies? Eye Tracking Evidence from Chinese-Japanese Bilinguals	4
Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children	4
Developing Linguistic Constructs of Text Readability Using Natural Language Processing	4
Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?	4
Enhancing Narrative Writing Abilities by Practicing Mentalization Skills	4
Metacognitive Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults	4
A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia	4
Reevaluating the Longitudinal Stability of Hybrid Models of Dyslexia: A Conceptual Replication with the Addition of Word Reading Fluency	4
Advancements in Identification and Risk Prediction of Reading Disabilities	4
Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children	4
The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2	4