OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Early Childhood Literacy is 1. 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
Teaching and learning indigenous languages: An Atayal book project	18
Valuing and supporting the complex writing processes of emergent writers	14
Children’s Book Celebrations and Recommendations for Pro-Black Teaching	12
Iranian Preschoolers Vocabulary Development: Background Television and Socio-economic status	12
Animated movements, animating methods: An interaction geography approach to space and affect in early childhood education	11
Portrayals of disabilities in Children’s fiction: A literature review of anglophone, francophone and hispanophone studies	9
Drama during story time supports preschoolers’ understanding of story character feeling states	8
Book Reviews: Working with young children in museums: Weaving theory and practice	8
Copresence in authoring conversations	8
Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies	8
Unfolding joy in young children’s literacy practices in a Finnish early years classroom	6
Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper	6
“And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care	6
Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion	6
Early literacy experiences of two children during Covid-19 lockdown in South Africa: A semi- ethnographic study	6
Letter from the Guest Editors	5
Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods	5
School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls	5
Special issue series (two issues) of the Journal of Early Childhood Literacy	5
Katy transforms storytime: Culturally sustaining pedagogy in the community	5
Book Review: Teaching Essential Literacy Skills in the Early Years Classroom: A Guide for Students and Teachers	5
Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers	5
Prison abolition literacies as Pro-Black pedagogy in early childhood education	4
“School is light and we are blind”: Afghan refugee parents’/guardians’ beliefs about literacy and language(s)	4
Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching	4

Finding Max’s wolves: Literacy socialization in the margins	4
Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy	4
Professional Book Recommendations in Support of Pro-Black Pedagogy and Research	4
Observers of the world: Primary grade students imagining solutions for broken environmental and social systems	4
Making the invisible visible: Young Chinese heritage language learners’ reading process through retrospective miscue analysis	3
Bridging the Self’s worlds: Young girls’ creative TikTok expressions of multimodal literacy during Covid-19	3
Playing Minecraft: Young children’s postdigital play	3
Patterns in naturally occurring interactions in early writing instruction	3
The effects of e-stories on preschoolers’ narrative comprehension, retelling and reading attitudes among poor and good comprehenders	3
Exploring literacy engagement in a significant disability context	3
Creating a web of multimodal resources: Examining meaning-making during a children’s book project in a multilingual community	2
Children’s Book Celebrations and Recommendations for Pro-Black Pedagogy	2
Creating books and sustaining Indigenous languages with two Atayal communities	2
Book Review: Linguistic Justice: Black language, literacy, identity, and pedagogy. By April Baker Bell	2
In their own words: Parents’ voices about a book-provision program	2
Prioritizing Pro-Blackness in literacy research, scholarship, and teaching	2
Professional Book Recommendations in Support of Pro-Black Pedagogy and Research	2
Book Review: Biliteracy from the Start: Literacy Squared in Action	2
Early childhood educators as language teachers: Preschool teachers’ understanding of language learning and language use	2
Book Review: Research methods for early childhood education	2
“The dinosaurs are so loud; they can’t sleep. Zzzz”: Supporting emergent bilingual children’s reading comprehension through digital literacies	2
Professional Book Recommendation	2
Centering Black women’s ways of knowing: A review of critical literacies research in early childhood	2
Revolutionary love: A framework for teaching in pursuit of a multiracial democracy	2
From stories at bedtime to a love of reading: Parental practices and beliefs about reading with infants	2
The meaning-making in kindergarten children’s visual narrative compositions	2
Depictions of teachers and teacher practices in picture books about starting kindergarten	1
“That storrey reminse you to be cefl”: A multimodal analysis of a first-grader’s blended genre composition	1
Toddlers as active, competent story weavers: Lexie’s story	1
Book Review: Nordic Childhoods in the Digital Age: Insights into Contemporary Research on Communication, Learning and Education	1
Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners	1
Children's Book Celebrations and Recommendations for Pro-Black Teaching	1
“It is a lovely gift to get from the public health nurse”: Public health nurse perspectives on involvement in an infant book gifting scheme	1
Windows & mirrors but mostly windows: Early childhood administrators view on diverse books	1
‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds	1
Representing tradition: The construction of culturally-specific visual narratives in Chinese picture books and hand scroll paintings	1
Professional Book Recommendation	1
‘That’s my dumb husband’: Wild things, battle bears and heteronormative responses in an afterschool reading club	1
“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds	1
Writing experiences in early childhood classrooms where children made higher language gains	1
Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom	1
Supporting literacies for children of color: A strength-based approach to pre-school literacy by (Daniel R )	1
Exploring teacher candidates’ discursive shifts in translanguaging pedagogies during literacy instruction	1
Lessons learned from remote, early-literacy instruction	1
Starting small: Engaging young learners with literacy through multilingual storytelling	1
In memoriam Michele Knobel, PhD (1966–2021)	1
H is for Hurricane, M is for Maria: Supporting literacy in Vieques	1
Storybook reading: Literacy and teacher knowledge in early childhood education	1
Disabilities in children’s literature: Is the representation accurate and authentic?	1