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

Article	Citations
The Relationship Between Reading Instruction and Writing Achievement in Kindergarten	91
Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph?	61
Correction to “Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not”	41
Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum	38
Issue Information	36
Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement	31
Disrupting Monolingual Ideologies: Constructing Biliterate Composing Practices in a Second‐grade Classroom	29
Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension	27
Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective	22
Corrigendum	19
Adult Supports for Preschool Writers During Learning Centers	18
Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group‐Wise Prediction Evaluation	18
Supporting Literacy Through the Justice and Dialogic Education ( JADE ) Framework	16
The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge	16
To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy	15
	14
Issue Information	13
Legislating Trauma: Book Bans, Educational Gag Orders, and Microaggressions	13
Writing “Right” With Multilingual Learners: Translanguaging, Hegemonic Writing Instruction, and the Possibility of Not	13
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices	13
Text and Reader Factors in Scientific Text Reading: A Systematic Review of Eye‐Tracking Studies (2012–2025)	13
The Center Cannot Hold: Censorship and Queer(ing) Literacies in the Rural South	13
Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction	12
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei	12
	12

Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1	11
Resilience in Disempowering Times: Reflective Narratives and Strategies of Reading Education Faculty	11
Word Learning Opportunities in Preschool Storybook Apps	11
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia	11
Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence	10
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children	10
Issue Information	10
Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies	10
When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction	9
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children	9
A Chip Off the Old Block: Do Reading‐Motivated Parents Raise Reading‐Motivated Children?	9
Thank You to Our Reviewers	8
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions	8
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’	8
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model	8
Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills	8
Relations Between Reading Motivation and Reading Efficiency—Evidence From a Longitudinal Eye‐Tracking Study	8
Follow the Word Gap: The Social Life of a Deficit Concept	7
	7
The Impact of the Use of Artificial Intelligence–Generated Materials on Reading Motivation Among EFL Learners	7
The Interaction of Silent Reading Rate, Academic Vocabulary, and Comprehension Among Students in Grades 2–12	7
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels	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	6
Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application	6
	6
Teacher Professional Development for Reading: A Review of the State of the Research	6
Writing in Creole Contexts: A Study of Jamaican Primary School Students	6
Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?	6
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade	5
	5
2025 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award	5
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
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)	5
Relating Phonological Awareness and Rapid Automatized Naming to Phonological and Orthographic Processing of Written Words: Cross‐sequential Evidence from French	5
Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy	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
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
Volume 58 Editorial Introduction	5
AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems	5
Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets	5
Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction	5
The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write	5
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading	5