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 2021-06-01 to 2025-06-01.)

Article	Citations
Issue Information	59
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	39
Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria	36
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes	33
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	32
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	23
Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era	23
Tracking the Relations Between Children’s Reading and Emotional Health Across Time: Evidence From Four Large Longitudinal Studies	22
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	22
Adult Supports for Preschool Writers During Learning Centers	22
Corrigendum	21
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	19
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	17
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	16
Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole‐Syllable Decoding	14
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	13
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	13
	13
From the Editors	13
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	12
	12
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	11
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	11
Word Learning Opportunities in Preschool Storybook Apps	11
Issue Information	10

Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	10
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	10
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	9
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	9
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	9
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	9
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	8
	8
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	8
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	8
Thank You to Our Reviewers	8
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	7
Writing in Creole Contexts: A Study of Jamaican Primary School Students	7
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6	7
	7
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application	7
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	6
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	6
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	6
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	6
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12	6
	6
What Makes Reading Difficult? An Investigation of the Contributions of Passage, Task, and Reader Characteristics on Comprehension Performance	6
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	5
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	5
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	5
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	5
Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy	5
Volume 58 Editorial Introduction	5
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	5
Enhancing Learners' Reading Comprehension With Preferred Background Music: An Eye‐Tracking, EEG, and Heart Rate Study	4
Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood	4
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	4
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	4
UsingEye‐TrackingMeasures to Predict Reading Comprehension	4
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	4
Thank You to Our Reviewers	4
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	4
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students	4
2024 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	4
“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	4
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	4
Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education	3
The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment	3
	3
Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices	3
Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts	3
Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study	3
Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)	3

Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children	3
Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample	3
Supporting a Polish Teacher of Newcomer Students: Innovative and Contextual Literacy Instruction for Second Language Acquisition	3
Toward a Cultural Sustenance View of Reading	3
“I Want Them to Feel Alegría”: Rhetorical Contextual Languaging as Critical Translingual Assemblages	3
Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency	3
Online Processing Shows Advantages of Bimodal Listening‐While‐Reading for Vocabulary Learning: An Eye‐Tracking Study	3
	3
Using National Data to Explore Online and Offline Reading Comprehension Processes	3
The Good Cops, Bad Cops, Bullets, and Wounds: Toward Culturally Sustaining Prison Abolition Literacies in Early Childhood Education	3
Correction to “Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction”	2
Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”	2
Introduction to the SI: Orthography and Literacy: Current Research and New Directions	2
Issue Information	2
	2
Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type	2
	2
Using Construction‐Integration Theory to Interpret Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Systematic Review and Meta‐Analysis	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
Cutting Through “The Fog of Scrolling”: Understanding Students' Entangled Digital Reading Through Metacognitive Reflections on Self‐Made Video‐Recordings	2
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise	2
Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains	2
The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies	2
Thank you to our reviewers	1
Contribution of Topic Background Knowledge to Language Learning Outcomes through Parent–child Dialogic Reading	1
Issue Information	1
Issue Information	1
Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders	1
How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children	1
Integrating Media Literacy Across the Content Areas	1
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia	1
Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1	1
Issue Information	1
“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research	1
World‐Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program	1
How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook	1
A Comparative Case Study of Engineers' Literacy Practices and Implications for Transformative Disciplinary Literacy Pedagogies in Engineering Education	1
ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging	1
Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction	1
Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge	1
Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment	1
Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an IntersectionalLGBTQ+‐Inclusive Curriculum	1
Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension	1
Reading Fiction and Psychological Well‐being During Older Adulthood: Positive Affect, Connection and Personal Growth	1
Reading Development from Kindergarten to Age 18: The Role of Gender and Parental Education	1
Issue Information	1
Corrigendum	1
Rapid Automatized Naming (RAN) as a Kindergarten Predictor of Future Reading in English: A Systematic Review and Meta‐analysis	1
Monolingual and Bilingual Reading Processes in Russian: An Exploratory Scanpath Analysis	1
The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading	1
Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences	1
Video Games in the Secondary English Language Arts Classroom: A State‐of‐the‐Art Review of the Literature	1
Drama‐Based Read‐Alouds in Preschool Classroom: Promoting Social Understanding, Social Problem Solving, and Peer Relationships	1
Dyslexia Seen Through the Eyes of Teachers: An Exploratory Survey	1
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading	1