OOIR: Observatory of International Research

Papers

(The TQCC of Scientific Studies of Reading is 6. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Cross-Modal Impact of Recent Word Encountering Experience	61
A Role of Gender in the Reciprocal Relations Between Intrinsic Reading Motivation and Reading Comprehension	35
Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements	26
Using Eye Movements to Investigate the Impact of Childhood and Recent Frequency of Occurrence on Word Identification During Reading in College	26
Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions	18
Children’s Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording	17
Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis	13
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia	13
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School	11
How Age of Acquisition Affects Compound Word Recognition	11
The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children	11
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018	11
Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments	10
Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire	10
The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary	10
Shifts in Narrative Perspectives Consume Attentional Resources and Facilitate Reading Engagement	10
Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors	10
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading	10
Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers	9
The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers	9
Orthographic Expectancies in the Absence of Contextual Support	9
Comprehension Performances of Explanatory Texts in French Language according to Their Characteristics: Evidence for 1229 Children from 2nd to 9th Grade	9
Rapid Coding of Syllable Structure by Dysfluent Developing Readers	9
The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing	8
Examination of the Relationship Between Teachers’ Emotional Exhaustion and Students’ Reading Comprehension and Achievement Emotions	8

Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China	8
To Show or Tell: Improving the Spelling of Rule-Based Words with Explicit or Implicit Practice	7
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis	7
Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling	6
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic	6
Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science	6
Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development	6
How Does Lexical Access Fit into Models of Word Reading?	6
Advancing the Science of Teaching Reading: Introduction to the Special Issue	6