Scientific Studies of Reading

Papers
(The TQCC of Scientific Studies of Reading is 8. 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.)
ArticleCitations
Cross-Modal Impact of Recent Word Encountering Experience69
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension57
Using Eye Movements to Investigate the Impact of Childhood and Recent Frequency of Occurrence on Word Identification During Reading in College33
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions27
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording26
Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements23
Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis21
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia17
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School16
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children14
How Age of Acquisition Affects Compound Word Recognition12
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 201811
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading11
The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary10
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement10
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors10
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire10
Orthographic Expectancies in the Absence of Contextual Support9
Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China9
Tender Shoots: A Randomized Controlled Trial of Two Shared-reading Approaches for Enhancing Parent-child Interactions and Children’s Oral Language and Literacy Skills9
Rapid Coding of Syllable Structure by Dysfluent Developing Readers9
Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers9
The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers9
Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments9
Comprehension Performances of Explanatory Texts in French Language according to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade9
The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing9
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development8
Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions8
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis8
To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice8
0.33727288246155