OOIR: Observatory of International Research

Papers

(The TQCC of Reading and Writing 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 2021-11-01 to 2025-11-01.)

Article	Citations
Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	53
Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction	37
Identification of main ideas in expository texts: selection versus deletion	33
Examining teachers’ early writing knowledge and practices	29
Spelling morphology in Hebrew: Comparing monolingual and bilingual children	26
The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1	26
Prosody and developmental dyslexia: a meta-analysis	22
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods	22
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text	22
The effect of student-directed writing goals on writing outcomes for adolescent developing writers	19
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements	19
Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3	18
How do children with developmental dyslexia in Chinese integrate sentence–picture information?	17
Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect	16
Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers	15
The contribution of emotion vocabulary to the reading comprehension of the text and the task	15
Spelling abilities of Dutch children with developmental language disorder on words differing in complexity	14
A quick briefing on the new version of Eye and Pen (version 3.01): news and update	14
Typing /s/—morphology between the keys?	14
Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish	14
From knowing to doing: assessing the skills used to teach reading and writing	14
Belief bias when adolescents read to comprehend multiple conflicting texts	13
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting	13
The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities	13
Exploring the bi-factor model representation of social behavior strategies in second language (L2) writing context: insights from Chinese universities	13

The word and character frequency effect in Chinese natural reading	13
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect	12
Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading	12
Psychological and ecological factors predict reading interest in Chinese primary school children: a two-year investigation	12
Can objective second language (L2) ages of acquisition (AoA) surpass subjective L2 AoA? Quantifying and comparing objective and subjective L2 AoA for 3500 + L2 English words	12
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students	11
Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality	11
Predictors of second language reading comprehension ability: a longitudinal study with learners from grade 9 to 11 in an English as a foreign language context	11
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis	11
Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos	11
Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3	10
The effects of narrative voice and focalization on literary text understanding: an ERP investigation	10
How orthographic knowledge is related to efficient word reading? Testing competing hypotheses	10
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia	10
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	10
Reading strategy use scale: an analysis using the rasch rating scale model	10
The use of lined paper in child education: impact of line presence on handwriting quality	9
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions	9
Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children	9
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)	9
Introduction to the 2021 special issue for the Association for Reading and Writing in Asia	9
Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?	9
The impact of handwriting and typing on the reading acquisition process: a study using an unfamiliar orthography	9
Investigating transposed-character preview effects in Chinese reading	9
Is spelling related to written composition? A longitudinal study in French	9
Digging deeper to unpack the current trends of teachers’ morphology content and pedagogical knowledge	9
Writing a synthesis versus reading: strategies involved and impact on comprehension	9
Enhancing disciplinary literacy through integrated writing and process instruction: an intervention study	9
What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum	9
Modeling the interrelation of reading and mathematics achievement trajectories: is their development intertwined?	9
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders	9
How does the brain read different scripts? Evidence from English, Korean, and Chinese	9
Spelling in Finnish: the case of the double consonant	9
Reading in different scripts predicts different cognitive skills: evidence from Japanese	8
Parental anxiety, endorsement of literacy learning, and home literacy practices among Chinese parents of young children	8
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program	8
Letters directionality effects on the inhibition of mirror generalization in the recognition of objects: evidence from the negative priming paradigm	8
The heterogeneity and interrelationships among theory of mind, executive function, and reading comprehension deficits in Hong Kong Chinese children with Autism	8
Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study	8
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language	8
The home literacy environment and children’s emergent literacy development: a follow-up study	8
Chain mediating role of English writing anxiety and English writing self-efficacy between teacher support, peer support, and English writing engagement among middle school students in China	8
Writing growth among non-English learners and English learners in grades 6–8 using automated writing evaluation	8
What explains children’s digital word reading performance in L2?	8
Phonological and orthographic processing in basic literacy adults and dyslexic children	8
Stimulating inference-making in second grade children when reading and listening to narrative texts	8
Exploring reading-writing connections in native English speakers and English language learners	8
The simple view of reading and its broad types of reading difficulties	7
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school	7
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study	7

Constructing a 30-item test for character amnesia in Chinese	7
Measuring reading anxiety in college students	7
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences	7
Epistemic modality in upper elementary students’ argument writing: a feature of argumentation	7
The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD	7
Morphological density and reading comprehension in Hebrew novice readers	7
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study	7
Methods for studying the writing time-course	7
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial	7
How do French students in primary grades process past participle inflections and their N-1 and N+1 in sentence dictation tasks? An analysis of the effects of verb frequency and verb consistency	7
Writing about the significance of historical agents: the effects of reading and writing instruction	7
Exploring the relationship between Chinese children’s semantic radical knowledge, character recognition, and vocabulary knowledge: a cross-lagged study	7
Dyslexia in higher education: specific and global components of the reading profile	7
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	7
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition	7
Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge	7
Teaching writing during the COVID-19 pandemic in the 2021–2022 school year	7
Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence	7
Investigating factors related to Chinese–English emergent bilingual children’s English letter knowledge	7
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography	6
What do upper-elementary and middle school teachers know about the processes of text comprehension?	6
Developmental trajectories of children’s radical awareness and Chinese character recognition in the early elementary grades and their influential factors: based on parallel process latent growth curve	6
Does ChatGPT simplify texts like expert teachers? Linguistic features of simplified texts	6
What do teacher educators know about English spelling?	6
The impact of mathematical-content complexity on students’ mathematics-writing performance	6
Context facilitates the decoding of lexically ambiguous words for adult literacy learners	6
Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills	6
Testing the model of a proficient academic reader (PAR) in a postsecondary context	6
Disentangling family environmental factors in predicting children’s short-term memory capacity and social understanding competency	6
EAL reading growth during and beyond an undergraduate transition program: a 4-year longitudinal eye-movement study	6
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English	6
Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities	6
Two facets of context sensitivity and reading comprehension in L2 children	6
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension	6
Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom	6
How does first language achievement impact second language reading anxiety? Exploration of mediator variables	6
An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach	6
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students	5
The impact of regularity and consistency on the satiation effect of Chinese characters	5
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	5
Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students	5
Comprehension of grammatical aspect markers le and zai in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder	5
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement	5
Long-term effects of an SRSD writing intervention for elementary school children	5
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness	5
Reading competencies in school-age children born preterm: the role of birth weight	5
The COVID-19 impact on reading achievement growth of Grade 3–5 students in a U.S. urban school district: variation across student characteristics and instructional modalities	5
Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context	5
Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension	5
The role of causal and concessive connectives in comprehending and producing L2 English discourse	5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder	5
The contributions of transcription skills to paper-based and computer-based text composing in the early years	5
“Writing with them, not for them”: Examining teacher candidates’ pedagogical reasoning during and after simulated elementary writing conferences	5
Characteristics of preschoolers' early spelling in Hebrew	5
Semantic radical transparency significantly affects incidental vocabulary learning of Chinese: evidence from eye-movement tracking	5