OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Research in Reading 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 2020-05-01 to 2024-05-01.)

Article	Citations
How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development	79
The relations between morphological awareness and reading comprehension in beginner readers to young adolescents	29
First and second language vocabulary affect early second language reading comprehension development	24
Understanding reading motivation across different text types: qualitative insights from children	19
Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period	19
Predictors of reading and spelling skills in German: the role of morphological awareness	17
What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?	16
The unique contribution of vocabulary in the reading development of English as a foreign language	13
Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension	13
Stop multitasking and just read: meta‐analyses of multitasking's effects on reading performance and reading time	13
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents	13
The story so far: A systematic review of the dialogic reading literature	12
The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study	12
The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018	11
The relationship between paired associate learning and Chinese word reading in kindergarten children	11
Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers	11
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia	10
Predictors of single word spelling in English speaking children: a cross sectional study	10
Skill or will? The respective contribution of motivational and behavioural characteristics to secondary school students' reading comprehension	9
What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school	9
Patterns and predictors of reading comprehension growth in first and second language readers	8
Experiencing literature on the e‐reader: the effects of reading narrative texts on screen	8
Multidimensional morphological assessment for middle school students	8
Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words	8
Estimates of individual differences in vocabulary size in English: how many words are needed to ‘close the vocabulary gap’?	8

A computer adaptive measure of reading motivation	8
Executive functioning and word reading in Hong Kong Chinese children: A 1‐year longitudinal perspective	8
Reading for pleasure among Jordanian children: a community‐based reading intervention	7
Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception	7
Reading competence and its impact on writing: an approach towards mental representation in literacy tasks	7
Socioeconomic status and early reading achievement: How working memory and cognitive flexibility mediate the relation in low‐achieving and typically developing K to first grade students	7
Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography	7
Improving boys' reading comprehension with readers theatre	7
Delivering language intervention at scale: promises and pitfalls	6
Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6	6
Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading	6
Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles	6
Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children	6
Morphological awareness and learning to read: impact of socio‐economic status in French third graders	6
Scaffolding the academic language of complex text: an intervention for late secondary students	5
The development and validation of the Teachers' Self‐Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c) scale: a pilot study	5
Bridging form and meaning: support from derivational suffixes in word learning	5
Developmental trajectories for literacy and math skills from primary to secondary school	4
Literacy instruction in first grade: classroom‐level associations between reading skills and literacy instruction activities	4
Reading motivation, well‐being and reading achievement in second grade students	4
Impact of literacy across content on middle school students' reading comprehension in a rural context	4
Third graders' strategy use and accuracy on an expository text: an exploratory study using eye movements	4
Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten	4
The impact of lexical and phonological distance on reading acquisition: The diglossic context of Arabic	4
The relationship between basic auditory processing, prosodic sensitivity and reading in German adults	4
Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks	4
Special issue editorial: Advances in understanding the role of morphemes in literacy development	4
Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders	3
Cross‐linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge	3
Size matters? Rapid automatized naming of shape sizes, reading accuracy and reading speed	3
The gold standard for whom? Schools' experiences participating in a randomised controlled trial	3
Exploring the summer reading effect through visual analysis of multiple datasets	3
Training teachers for phonics and early reading: developing research‐informed practice	3
The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish‐speaking children	3
Teacher–researcher partnership in the translation and implementing of PALS (Peer‐Assisted Learning Strategies): An international perspective	3
It all starts at home: ‘Home reading environment and reading outcomes in rural China’	3
Effects of year of post‐secondary study on reading skills for L1 and L2 speakers of English	3
A comparison of embodied methods to improve Chinese children's reading comprehension: observed and participant performed manipulations	2
Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading?	2
Pre‐service teachers' reader profiles: stability and change throughout teacher education	2
Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers	2
Explaining reading variance by student subgroup: should we move beyond oral reading fluency?	2
Exploring the mutually reinforcing relationship between theory of mind and reading in adult readers	2
All morphemes are not the same: accuracy and response times in a lexical decision task differentiate types of morphemes	2
Longitudinal associations between third‐grade teaching styles and sixth‐grade reading skills: a 3‐year follow‐up study	2
Titles support the development of coherent situation models	2
Self‐teaching in Chinese: the roles of phonetic and semantic radicals in orthographic and vocabulary learning	2
Contextual factors that affect adolescents' detection of and memory for conflicts across multiple texts	2
Influences from working memory, word and sentence reading on passage comprehension and teacher ratings	2
Shared storybook reading with children at family risk of dyslexia	2

Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis	2
A historical narrative review of paired oral reading practices in elementary classrooms	1
Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?	1
vgck versus vack: The contributions of children's early sub‐lexical orthographic knowledge to gains in word reading	1
Relations of copying skills to Korean word reading and spelling among Korean kindergartners	1
Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers	1
Development and initial validation of the Sources of Reading Self‐Efficacy Scale for College and University Students (SOURSES‐C)	1
Researcher–practitioner partnerships and in‐school laboratories facilitate translational research in reading	1
Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper‐elementary Chinese students	1
The effects of stimulus‐driven and goal‐directed attentional control on word reading skills among first‐grade Chinese children	1
Establishing preliminary reading fluency benchmarks for Grade 3 students in India	1
The role of vocabulary components in second language learners' early reading comprehension	1
Writing motivation in Chinese children with developmental dyslexia	1
Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite?	1
Understanding multiple reading attitude profiles of Chinese adolescents and how they relate to reading outcomes	1
Does speed‐reading training work, and if so, why? Effects of speed‐reading training and metacognitive training on reading speed, comprehension and eye movements	1
Maximising access to reading intervention: comparing small group and one‐to‐one protocols of Reading Rescue	1
Developing a morphological awareness intervention through inquiry‐based learning	1
Mothers' discourse during shared reading of books relating to ‘positive’ and ‘negative’ emotions in different genres	1
Collaborative professional development on data‐based decision making for primary teachers of struggling readers: Responding and refining	1
The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography	1