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 2022-01-01 to 2026-01-01.)

Article	Citations
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension	20
Using Eye Movements to Investigate the Impact of Childhood and Recent Frequency of Occurrence on Word Identification During Reading in College	20
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions	18
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording	18
Cross-Modal Impact of Recent Word Encountering Experience	18
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia	14
How Age of Acquisition Affects Compound Word Recognition	14
Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements	14
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018	12
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children	12
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School	12
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement	11
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading	11
Is the Role of Set for Variability in Word Reading Influenced by Conditions Leading to Partial Decoding?	11
That’s Capital! An Intervention Study of Children’s Capitalization Use	11
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire	11
Components of Reading Comprehension in Learners of English as a Foreign Language	10
Rapid Coding of Syllable Structure by Dysfluent Developing Readers	10
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors	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	9
Orthographic Expectancies in the Absence of Contextual Support	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
Advancing the Science of Teaching Reading: Introduction to the Special Issue	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
Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions	8
To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice	8
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis	7
Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science	7
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development	7
Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling	7