OOIR: Observatory of International Research

Papers

(The median citation count of Reading Research Quarterly is 1. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	196
Issue Information	57
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders	54
	38
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	33
How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects	31
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	30
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	29
Issue Information	27
Issue Information	26
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	24
Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”	22
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	20
Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations	20
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	20
Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading	19
Digital Edible Literacies: Ephemeral and Highly Affective	17
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	16
The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula	16
Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading	16
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction	15
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	15
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	15
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	13
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	13

Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill	12
Gopher Tales: Re/Storying for Re/Worlding	12
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?	12
Guitarras on the Rise: Framing Youth Sierreño Bands as Translingual Ingenuity	11
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	11
Issue Information	10
Toward a Cultural Sustenance View of Reading	10
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	10
The Challenge of Cultivating National and Cosmopolitan Identities Through Literature: Insights From Singapore Schools	10
The Good Cops, Bad Cops, Bullets, and Wounds: Toward Culturally Sustaining Prison Abolition Literacies in Early Childhood Education	10
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness	10
Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students	9
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	9
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?	9
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	9
The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage	8
Volume 58 Editorial Introduction	8
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	8
Denaturalizing “Intelligence” in Higher Education: AI as a Rupture to Imagining and Manifesting Sustainable and Anti‐colonial Literacies	8
	8
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	8
Issue Information	8
A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education	7
Adult Supports for Preschool Writers During Learning Centers	7
	7
Strategic Text Processing Across Mediums: A Verbal Protocol Study	7
Text Types and Their Relation to Efficacy in Beginning Reading Interventions	7
Issue Information	7
	7
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	7
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	7
	7
	7
Corrigendum	6
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	6
Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World	6
Reading Orientations: Reading Power Otherwise in Critical Literacy Research	6
Corrigendum	6
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	6
The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount	5
Sustaining Linguistic Heritage Through Black‐Centric Texts	5
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	5
Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type	5
Is the Science of Reading Just the Science of Reading English?	5
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	5
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners: Evidence From the Science of Reading	5
Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research	4
	4
Thank You to Our Reviewers	4
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	4

Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	4
	4
Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms	4
Issue Information	4
	4
“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio	3
	3
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	3
Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades	3
Making an Influence: Sponsorship and Creolization on Social Media	3
Issue Information	3
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	3
Issue Information	3
	3
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	3
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	2
Culturally Sustaining Early Literacy Pedagogies and Our Futures Themed Issue Guest Introduction	2
UsingEye‐TrackingMeasures to Predict Reading Comprehension	2
Advancing the Science of Teaching Reading Equitably	2
Effectiveness of a Classroom‐Implemented, App‐Based Morphology Program for Language‐Minority Students: Examining Latent Language‐Literacy Profiles and Contextual Factors as Moderators	2
	2
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	2
Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue	2
The Science of Reading: Supports, Critiques, and Questions	2
Correction to “The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment”	2
Love and Learning in the Age of Algorithms: How Intimate Relationships with Artificial Intelligence May Shape Epistemology, Sociality, and Linguistic Justice	2
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	2
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	2
Cutting Through “The Fog of Scrolling”: Understanding Students' Entangled Digital Reading Through Metacognitive Reflections on Self‐Made Video‐Recordings	2
“They’re Killing our Imaginations”: Dialogue and Reflexive Writing Development in Historically Marginalized Students	2
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	2
The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies	2
Literacy in the Time of Artificial Intelligence	1
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality	1
Opening Texts for Discussion: Developing Dialogic Reading Stances	1
	1
The Trouble With Binaries: A Perspective on the Science of Reading	1
Tracking Developmental Changes in the Use of Syllables as Segmental and Prelexical Reading Units: A Longitudinal Approach in French Children	1
Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading	1
Reading Volume and Reading Achievement: A Review of Recent Research	1
Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 With Reading and Spelling Difficulties: A Randomized Controlled Trial	1
From the Editors	1
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts: An Intervention Study	1
Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey	1
Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms	1
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	1
Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension	1
Online Research and Comprehension Performance Profiles Among Sixth‐Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties	1
Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold?	1
“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts	1
A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities	1
Issue Information	1
Turning Away from Anti‐Blackness: A Critical Review of Adolescent Reading Motivation Research	1
A Bigger Picture of Early Literacy and Biliteracy Acquisition in Abugidas: Perspectives from Asian and African Languages	1
“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research	1
Word Learning Opportunities in Preschool Storybook Apps	1
Questions and Answers: Investigating the Role of Student Talk Moves in Persuasive Writing	1
Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language	1
“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research	1
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	1
“What’s Blackness Got to Do With All This?”: Racializing Literacy Assemblages	1
“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood	1
Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later	1
Structural Complexity in Adapted Reading Materials: A Study Based on the Amount of Information	1
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	1
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement	1
Being Human in the Age of Generative AI: Young People's Ethical Concerns about Writing and Living with Machines	1
Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement	1
Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals	1
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	1