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 2021-06-01 to 2025-06-01.)

Article	Citations
Spelling morphology in Hebrew: Comparing monolingual and bilingual children	46
The role of teacher–child relationships in kindergarten on children’s motivation and reading skills in grade 1	45
Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction	35
Do changes in perceived teacher behaviour predict changes in intrinsic reading motivation? A five-wave analysis in German lower secondary school students	35
Identification of main ideas in expository texts: selection versus deletion	31
Prosody and developmental dyslexia: a meta-analysis	27
Longitudinal relations between literacy instruction and early reading achievement: findings from classroom observations in Grades 1–3	26
Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text	26
Mathematics-writing synthesis: Kindergarten through Grade 12 mathematics-writing outcomes and instructional methods	24
The effect of student-directed writing goals on writing outcomes for adolescent developing writers	24
Phonological decoding does not affect incidental Chinese novel word learning in Uyghur readers: evidence from eye movements	24
Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect	23
Examining teachers’ early writing knowledge and practices	20
Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis	19
Accuracy and consistency in morphological spelling: evidence from Greek-speaking children with and without spelling difficulties	18
The deficit profile of executive function in Chinese children with different types of reading difficulties	17
Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers	16
Spelling abilities of Dutch children with developmental language disorder on words differing in complexity	16
The contribution of emotion vocabulary to the reading comprehension of the text and the task	15
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	15
From knowing to doing: assessing the skills used to teach reading and writing	14
Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading	14
Typing /s/—morphology between the keys?	14
Evaluating the Spelling and Handwriting Legibility Test (SaHLT): a tool for the concurrent assessment of spelling and handwriting	13
A quick briefing on the new version of Eye and Pen (version 3.01): news and update	13

Initial validation of the handwriting proficiency screening questionnaire (HPSQ-C) translated to Spanish	13
Component awareness facilitates Chinese character recognition in non-native Chinese speakers: analysis of the multiple mediation effect	13
Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome	12
Belief bias when adolescents read to comprehend multiple conflicting texts	12
Early prediction of reading development in Japanese hiragana and kanji: a longitudinal study from kindergarten to grade 1	12
Executive functions mediate fine motor skills’ contribution to literacy achievement: a longitudinal study of Arabic-speaking children	11
A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework	11
Cross-lagged relationships between vocabulary knowledge and morphological awareness among Chinese children: a longitudinal study from grade 1 to grade 3	11
Reading strategy use scale: an analysis using the rasch rating scale model	11
The longitudinal interplay of mothers’ and fathers’ literacy teaching and Chinese preschool children’s literacy interest and word reading abilities	11
Modeling the interrelation of reading and mathematics achievement trajectories: is their development intertwined?	11
Reading attitudes in Vietnam: Initial study of the early school years	11
Understanding middle graders’ language borrowing: how lexical and demographic characteristics predict similarity	10
Is spelling related to written composition? A longitudinal study in French	10
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia	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
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	10
Understanding narratives in different media formats: Processes and products of elementary-school children’s comprehension of texts and videos	10
Research and teaching writing	10
The relations of morphological awareness with vocabulary, word reading, and reading comprehension for Korean-speaking middle school students	9
Correction to: Effects of reading interventions implemented for upper elementary struggling readers: a look at recent research	9
What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum	9
Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality	9
How does the brain read different scripts? Evidence from English, Korean, and Chinese	9
Introduction to the 2021 special issue for the Association for Reading and Writing in Asia	9
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions	9
Examining morphosyntactic representations in EFL written narratives among L1 Hebrew and Arabic-speaking 6th graders	9
Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language	8
Spelling in Finnish: the case of the double consonant	8
Testing the impact of online training in areas of reading instruction on educator knowledge	8
Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?	8
The use of lined paper in child education: impact of line presence on handwriting quality	8
Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program	8
Graphic novel reading comprehension in Chinese children with developmental language disorder (DLD)	8
Reading in different scripts predicts different cognitive skills: evidence from Japanese	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
Writing a synthesis versus reading: strategies involved and impact on comprehension	8
Exploring kindergarten teachers’ classroom practices and beliefs in writing	8
Enhancing disciplinary literacy through integrated writing and process instruction: an intervention study	8
Letters directionality effects on the inhibition of mirror generalization in the recognition of objects: evidence from the negative priming paradigm	7
Parental anxiety, endorsement of literacy learning, and home literacy practices among Chinese parents of young children	7
Phonological and orthographic processing in basic literacy adults and dyslexic children	7
Chinese secondary students’ achievement goal profiles in reading: associations with antecedents and consequences	7
Constructing a 30-item test for character amnesia in Chinese	7
Correction: Explicit and evidence-based literacy instruction in middle school: an observation study	7
Exploring reading-writing connections in native English speakers and English language learners	7
The home literacy environment and children’s emergent literacy development: a follow-up study	7
Teaching writing during the COVID-19 pandemic in the 2021–2022 school year	7
Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge	7

The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD	7
Stimulating inference-making in second grade children when reading and listening to narrative texts	7
The heterogeneity and interrelationships among theory of mind, executive function, and reading comprehension deficits in Hong Kong Chinese children with Autism	7
What explains children’s digital word reading performance in L2?	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
Measuring reading anxiety in college students	7
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial	7
Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition	7
How does first language achievement impact second language reading anxiety? Exploration of mediator variables	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
Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study	6
Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States	6
Epistemic modality in upper elementary students’ argument writing: a feature of argumentation	6
Correction to: Chinese secondary school students’ reading engagement profiles: associations with reading comprehension	6
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension	6
Preschool morphological awareness contributes to word reading at the very earliest stages of learning to read in a transparent orthography	6
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses	6
Multilingual writing development: Relationships between writing proficiencies in German, heritage language and English	6
Writing about the significance of historical agents: the effects of reading and writing instruction	6
Methods for studying the writing time-course	6
The simple view of reading and its broad types of reading difficulties	6
Morphological density and reading comprehension in Hebrew novice readers	6
The impact of mathematical-content complexity on students’ mathematics-writing performance	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
Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school	6
Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence	6
Disentangling family environmental factors in predicting children’s short-term memory capacity and social understanding competency	6
What do teacher educators know about English spelling?	6
An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach	6
Family socialization and loneliness correlate with third graders’ reading comprehension	5
The contributions of transcription skills to paper-based and computer-based text composing in the early years	5
Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level	5
Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement	5
The role of causal and concessive connectives in comprehending and producing L2 English discourse	5
Context facilitates the decoding of lexically ambiguous words for adult literacy learners	5
PISA reading achievement: identifying predictors and examining model generalizability for multilingual students	5
Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills	5
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder	5
Reading competencies in school-age children born preterm: the role of birth weight	5
Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context	5
Relationships between linguistic knowledge, linguistic awareness, and argumentative writing among upper elementary bilingual students	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
Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools	5
Testing the model of a proficient academic reader (PAR) in a postsecondary context	5
Two facets of context sensitivity and reading comprehension in L2 children	5
The impact of regularity and consistency on the satiation effect of Chinese characters	5
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	5
Response to Intervention in first-grade writing instruction: a large-scale feasibility study	5
Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties	5
Characteristics of preschoolers' early spelling in Hebrew	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
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance	5
Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness	5
What do upper-elementary and middle school teachers know about the processes of text comprehension?	5