OOIR: Observatory of International Research

Papers

(The TQCC of Reading Research Quarterly is 6. 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