OOIR: Observatory of International Research

Papers

(The TQCC of Scientific Studies of Reading is 7. 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
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
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions	21
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children	20
How Age of Acquisition Affects Compound Word Recognition	17
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia	17
That’s Capital! An Intervention Study of Children’s Capitalization Use	15
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading	15
Components of Reading Comprehension in Learners of English as a Foreign Language	14
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018	14
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire	13
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
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
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement	11
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
Orthographic Expectancies in the Absence of Contextual Support	10
The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary	10
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

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
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
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic	8
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
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