OOIR: Observatory of International Research

Papers

(The TQCC of Reading Teacher is 3. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Bringing Order to the Literacy Development of Black Boys in the Elementary Grades	26
	18
Co‐Creating Multilingual Books with Children to Foster Their Literacies	18
Supporting Students' Knowledge Activation before, during, and after Reading	18
Count Me In: Exploring Equity, Diversity, and Inclusion through Mathematics and Children's Literature	16
Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books	15
Better Together: Integrating Content‐Area Curriculum in the Primary Literacy Classroom	14
A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees	14
Teaching with Cuentos Combativos: Reading for Decolonial Futures	13
Designing Culturally Responsive Literacy Centers to Include and Go Beyond Skills	12
Exploring Multicultural Picturebooks With Social–Emotional Themes	11
Reading Beyond the Book with Primary Sources	11
A Fundamentally Wrong Premise and a Disservice to the Profession: Responding to “… What we Truly Know about the Teaching of Reading”	11
A Translanguaging Read‐Aloud	11
“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts	11
Sequencing Nursery Rhymes Through Early Coding in Preschool Settings	10
	9
Engaging Kindergarten Writers Through Play Experiences	9
“AI Is Like 50% Good and 50% Bad”: Exploring the Strengths and Challenges of AI in the Elementary Writing Classroom	8
Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers	8
Elevating Poetry Writing with Southeast Asian Refugee Children's Picture Books	8
The WRITE Principles for Developing a Research‐to‐Practice Cycle Professional Development	7
	7
Issue Information	7
Building Mental Models of Writers: Writing Aloud in Writing Instruction	7

Teaching Phonemic and Phonological Awareness to Children Who Speak African American English	7
Supporting Inferential Comprehension in the Preschool Classroom: The Roles of Theory of Mind and Executive Skills	7
Methods for Selecting Paired Picturebooks for Critical Conversations	6
Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach	6
Issue Information	6
Providing Proximal Rewards: Rethinking Reading Rewards and Motivation	6
We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit	6
The Writing Engagement Scale: A Formative Assessment Tool	6
Thank You to Reviewers	6
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction	6
The Reading Teacher’s Children’s Literature Review Column	6
Ready, Set for Variability, Read!	6
Latina Girls Rising: Centering & Amplifying Latina Girls Experiences Through Children's and Young Adult Literature	6
Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?	5
Co‐constructing Agency: Weaving Academic Discussion	5
Serious Play for Serious Times	5
In This Issue	5
Redesigning Author Study: Fanfiction and Early Elementary Literacy	5
Key Knowledge to Support Phonological Awareness and Phonics Instruction	5
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics	5
Enacting a Permeable Curriculum: Language Inquiry with Popular Music	5
Let's Learn from Them: Using the Integrative Multimodal Literacy Assessment Tool to Support Instruction for Young Children	5
Stories From a Literacy Coach: Developing Pro‐Black Instruction Within a Eurocratic Mandated Curriculum	5
Recipes as Invitations to Read, Write, and Play in Preschool	5
	5
Participants, Purpose, Place: Planning for Content‐Area Talk	5
Schools and Families of Early Learners Collaborating to Support At Home Read Alouds	5
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Strengthening Students' Reading Motivation and Engagement with C.A.R.E.	4
In This Issue 76:3	4
Matching or Clashing? Teachers Analyzing Picturebooks Using an Equity‐Focused Text Analysis Tool	4
In This Issue 76:2	4
Three Strategies for Supporting Elementary Writers through the Practice of Sharing	4
Big Waves on the Rocky Shore: A Discussion of Reading Policy, Infrastructure, and Implementation in the Era of Science of Reading	4
Supporting Emergent Bilinguals' Reading in the Content Areas	4
	4
A Dime Rolls Up to a Domino: Using Mnemonic Stories to Orient b and d	4
In This Issue 77:3	4
Issue Information	4
Using Literature to Facilitate Restorative Conversations that Foster Conflict Resolution	4
An Engagement‐Focused Framework for Evaluating Storybooks for Young Children's Science Vocabulary Learning	4
When Students Perform at the Below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?	4
Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits	4
A Fresh Look at Literacy Coaching: Employing a Clinical Literacy Coaching Framework to Improve Literacy Instruction and Student Achievement	4
A Response to our Critics: Agreements, Clarifications, and Children	4
Engaging with Family Literacy Scholarship: Bearing Witness to Scholars and Families of Color	4
Teaching English and the Grammatical Use of the Pronoun: Queer(y)ing the Teaching of Writing	4
Centering Black Girls and Families' Digital Engagement, Reading (Literacies), Writing, and Interpretation of Multimodal Texts	4
From Teacher to Literacy Coach: Negotiating Roles and Learning on the Job	4
Issue Information	3

Making Agency Visible Through Picture Books	3
Issue Information	3
	3
Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages	3
Reading Without Words: Cultivating Bi/Multilingual Family Engagement	3
Taking the Leap: Supporting Multilingual Writers Through Translanguaging	3
(Re)Animating Children's Aesthetic Experiences With/Through Literature: Critically Curating Picturebooks as Sociopolitical Art	3
Five Recommendations to Implementing Cross‐Age Tutoring in Reading	3
What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies	3
Reading Comprehension and the COVID‐19 Pandemic: What Happened and What Can We Do About It?	3
Issue Information	3
Establishing “Selfhood”—A Book Club, Community‐Based Theater and Literary Interpretations	3
Promoting Meaning‐Focused Skills: Creating a Foundation for Comprehension in Early Childhood Classrooms	3
Reimagining Discourse in the Classroom	3
2022 Notable Books for a Global Society Research Award Winner: Heroes among us: Refugees and Immigrants inAward‐WinningChildren's Literature	3
Multimodal Literacies: Fertile Ground for Equity, Inclusion, and Connection	3
“Building Better Readers: Key Findings From a Broad Evidence Review”	3
Deepening Explorations of Racial and Linguistic Representation in Picturebooks through Critical Translingual Literacies	3
Making Artificial Intelligence Your Friend, Not Your Foe, in the Literacy Classroom	3
A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth	3
Playing With Story Workshop in the Literacy Classroom	3
“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students	3
Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches	3
Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling	3
	3
Math and Picture Books: Story, Math Anxiety, and Building Joy	3
Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom	3
Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do	3