OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 5. 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
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten	109
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	76
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	59
Issue Information	54
Issue Information	31
Children Authoring Literacy and Community: A Discourse of Belonging in Elementary Classrooms	29
Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph?	26
Correction to “Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not”	23
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	22
Adult Supports for Preschool Writers During Learning Centers	20
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	19
	17
Supporting Literacy Through the Justice and Dialogic Education ( JADE ) Framework	17
The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge	17
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	17
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group‐Wise Prediction Evaluation	17
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	16
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	15
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	15
The Center Cannot Hold: Censorship and Queer(ing) Literacies in the Rural South	15
Issue Information	15
Legislating Trauma: Book Bans, Educational Gag Orders, and Microaggressions	14
Text and Reader Factors in Scientific Text Reading: A Systematic Review of Eye‐Tracking Studies (2012–2025)	13
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	12
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	12

Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not	12
Correction to “English as a Heritage Language in Japan: Writing Development From Late Childhood to Adolescence”	12
Resilience in Disempowering Times: Reflective Narratives and Strategies of Reading Education Faculty	12
Word Learning Opportunities in Preschool Storybook Apps	12
	12
Issue Information	10
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	10
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	9
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	9
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	9
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	8
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	8
Thank You to Our Reviewers	8
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	8
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills	8
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	8
	7
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Appl	7
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	7
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels	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
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	7
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	7
“It All Comes Full Circle”: The Impact of Multilingual Literacy Pedagogies With Teachers, Students, and Families	6
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	6
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	6
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	6
	6
Follow the Word Gap: The Social Life of a Deficit Concept	6
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	6
Volume 58 Editorial Introduction	6
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	6
Promoting Reading Accuracy and Fluency Outcomes With Complex Texts: A Grade 3 Intervention Comparison	6
Teacher Professional Development for Reading: A Review of the State of the Research	6
Children's Inalienable Literacy Education Rights and the Science of Reading	6
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	6
2025 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	6
Making Justice‐Oriented Futures From a Censored Past: Reanimating the Racio‐Religious Specters Haunting a Research–Practice Partnership in English Language Arts	5
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature	5
Youth Are Literary Scholars: What Tracing Aesthetic Practices and Interpretive Scales Suggests for Disciplinary Literacy in English Language Arts	5
AI Literacy With Gifted Children: Iterative Co‐Design and Critical Multimodal Practices	5
Confronting Colonial Control: Afrofuturist Literacy Stances Versus Book Bans in the Battle for Spacetime	5
“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	5
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	5
Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum	5
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	5
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	5
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis	5
“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy	5