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 2020-04-01 to 2024-04-01.)

Article	Citations
Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis	35
Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers	26
Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy	25
Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality	25
Teaching writing in grades 4–6 in urban schools in Chile: a national survey	23
Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research	20
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance	20
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference	20
Foreign language reading anxiety and its correlates: a meta-analysis	19
Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse	18
Handwriting fluency and the quality of primary grade students’ writing	18
Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading	18
Research and teaching writing	15
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments	15
Teaching writing in the primary grades in Norway: a national survey	15
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach	14
Reading and math skills development among Finnish primary school children before and after COVID-19 school closure	14
Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality	14
Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language	14
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education	13
The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders	13
The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers	13
Writing motivational incentives of middle school emergent bilingual students	12
Discourse synthesis: Textual transformations in writing from sources	12
E-book reading in kindergarten and story comprehension support	12

Chinese children benefit from alternating-color words in sentence reading	12
The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: differences between Grade 4 and Grade 6 students	12
Collaborative writing as a bridge from peer discourse to individual argumentative writing	12
Mapping multiple documents: From constructing multiple document models to argumentative writing	12
How educators use mathematics writing in the classroom: a national survey of mathematics educators	12
How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?	12
The immediate and delayed effects of text–diagram reading instruction on reading comprehension and learning processes: evidence from eye movements	12
The mirror reflects more for genial than for casual: right-asymmetry bias on the visual word recognition of words containing non-reversal letters	11
Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets	11
Comparing the effects of different book reading techniques on young children’s language development	11
Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency	11
Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity	11
Effectiveness of an SRSD writing intervention for low- and high-SES children	10
Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities	10
The relationship between motivation to read and reading comprehension in chilean elementary students	10
Who writes what when?: Examining children’s early composing	10
Reading achievement declines during the COVID-19 pandemic: evidence from 5 million U.S. students in grades 3–8	10
Contributions of executive functioning to Chinese and English reading comprehension in Chinese adolescent readers with dyslexia	9
Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms	9
Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency	9
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement	9
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses	9
Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic	9
Variability and stability in parent–child discourse during and following repeated shared book reading	9
The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades	8
Rapid automatized naming and spelling performance in alphabetic languages: a meta-analysis	8
Syntactic predictors for text quality in Dutch upper-secondary school students’ L1 argumentative writing	8
Supporting struggling readers at secondary school: an intervention of reading strategy instruction	8
The contributions of separate pinyin skills and oral vocabulary to Chinese word reading of U.S. Mandarin immersion third graders	8
A longitudinal investigation of prosodic sensitivity and emergent literacy	8
Cognitive predictors of arithmetic, reading, and spelling in Brazilian Portuguese-speaking children	8
Writing expository essays from social studies texts: a self-regulated strategy development study	8
Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency	8
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables	8
Dynamic assessment as a predictor of reading development: a systematic review	8
Characteristics of the preschool home literacy environment which predict writing skills at school	8
Concurrent and longitudinal predictors of beginning writing in Chinese: the unique role of copying skills	8
Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and ha	8
The effect of transcription skills, text generation, and self-regulation on Icelandic children’s text writing	8
Effects of negative emotional valence on readers’ text processing and memory for text: an eye-tracking study	7
Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?	7
Teaching writing in primary education (grades 1–6) in Australia: a national survey	7
Evaluating effects of different forms of revision instruction in upper-primary students	7
A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion	7
Latent profiles of attitudes toward print and digital reading among adolescents	7
Exploring kindergarten teachers’ classroom practices and beliefs in writing	7
Constructed dialogs reveal skill development in argumentive writing	7
Factors that influence reading acquisition in L2 english for students in Bangalore, India	7
Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books	7
Is typewriting more resources-demanding than handwriting in undergraduate students?	7

Defining the relationship between fine motor visual-spatial integration and reading and spelling	7
Beginning to read in Vietnamese: kindergarten precursors to first grade fluency and reading comprehension	6
Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?	6
Children’s surface, textbase, and situation model representations of written and illustrated written narrative text	6
What do teachers know about dyslexia? It’s complicated!	6
The relationship between second language college students’ perceptions of online feedback on draft-writing and academic procrastination	6
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	6
The role of morphological awareness in the development of reading comprehension in Hebrew-speaking second-graders	6
Examining teachers’ early writing knowledge and practices	6
Source inclusion in synthesis writing: an NLP approach to understanding argumentation, sourcing, and essay quality	6
Early literacy in Arabic: the role of SES, home literacy environment, mothers’ early literacy beliefs and estimation of their children’s literacy skills	6
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency	6
The varied influence of the home literacy environment on Chinese preschoolers’ word reading skills	6
Relation between digital tool practices in the language arts classroom and reading comprehension scores	6
Orthographic learning through self-teaching among learners of English as a second language	6
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	6
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition	6
Word-to-text integration in English as a second language reading comprehension	6
Validity of automated text evaluation tools for written-expression curriculum-based measurement: a comparison study	6
Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students	6
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	6
Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?	6
The relationships between paired associate learning and Chinese word writing in kindergarten children	6
Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills	6
Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text	6
Chinese secondary school students’ reading engagement profiles: associations with reading comprehension	5
Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners’ test performance	5
Clozing in on reading comprehension: a deep cloze test of global inference making	5
Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying	5
Prediction of kindergarten and first-grade reading skills: unique contributions of preschool writing and early-literacy skills	5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder	5
What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students	5
The origin of centrality deficit in text memory and comprehension by poor comprehenders: a think-aloud study	5
Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education	5
Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2	5
The effect of communicative purpose and reading medium on pauses during different phases of the textualization process	5
Effects of the COVID-19 pandemic on reading performance of second grade children in Germany	5
What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction	5
Same or different: Chinese character reading and word reading of young readers with development	5
Effect of alternating-color words on oral reading in grades 2–5 Chinese children: evidence from eye movements	5
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade	5
Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths	5
Writing a synthesis versus reading: strategies involved and impact on comprehension	5
How syntactic awareness might influence reading comprehension in English–French bilingual children	5
Exploring the dimensionality of kindergarten written composition	5
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	5
Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal	5
Pausing and breathing while reading aloud: development from 2nd to 7th grade in French speaking children	5