2.2(top 20%)
impact factor
640(top 20%)
papers
34.0K(top 10%)
citations
92(top 5%)
h-index
2.6(top 20%)
impact factor
713
all documents
37.7K
doc citations
159(top 5%)
g-index

Top Articles

#TitleJournalYearCitations
1Reading Ability: Lexical Quality to ComprehensionScientific Studies of Reading20071,343
2Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical AnalysisScientific Studies of Reading20011,038
3Learning to Read Words: Theory, Findings, and IssuesScientific Studies of Reading2005878
4Word Knowledge in a Theory of Reading ComprehensionScientific Studies of Reading2014698
5Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal InvestigationScientific Studies of Reading1999554
6Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is MeasuredScientific Studies of Reading2006504
7Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral ComprehensionScientific Studies of Reading2008495
8Reading Fluency and Its InterventionScientific Studies of Reading2001478
9Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade ChildrenScientific Studies of Reading1997466
10The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal StudyScientific Studies of Reading2012451
11Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for PleasureScientific Studies of Reading2006447
12Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary LearningScientific Studies of Reading2014424
13Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing SystemsScientific Studies of Reading2005402
14Motivational and Cognitive Predictors of Text Comprehension and Reading AmountScientific Studies of Reading1999393
15The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes OutcomesScientific Studies of Reading2001371
16Interest and Learning From TextScientific Studies of Reading1999362
17Eye Movements as Reflections of Comprehension Processes in ReadingScientific Studies of Reading2006349
18Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading DevelopmentScientific Studies of Reading2007347
19Effects of Phonological Abilities and Linguistic Comprehension on the Development of ReadingScientific Studies of Reading2002336
20Vocabulary Is Important for Some, but Not All Reading SkillsScientific Studies of Reading2007318
21See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second GradersScientific Studies of Reading1999310
22Gender, Context, and Reading: A Comparison of Students in 43 CountriesScientific Studies of Reading2006282
23Differences in Phonological Recoding in German- and English-Speaking ChildrenScientific Studies of Reading1998267
24Components in Early Second Language Reading and SpellingScientific Studies of Reading2000258
25The Universal Grammar of ReadingScientific Studies of Reading2003243
26Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early ReadingScientific Studies of Reading2004243
27Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy AcquisitionScientific Studies of Reading2009241
28Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?Scientific Studies of Reading2004232
29A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age ChildrenScientific Studies of Reading2013232
30Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)Scientific Studies of Reading2017232
31Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and InterventionScientific Studies of Reading2007230
32Vocabulary Growth and Reading Development across the Elementary School YearsScientific Studies of Reading2011220
33A Study of Effective First-Grade Literacy InstructionScientific Studies of Reading2001211
34Relationships Between Word Knowledge and Reading Comprehension in Third-Grade ChildrenScientific Studies of Reading2006211
35Prevention and Remediation of Severe Reading Disabilities: Keeping the End In MindScientific Studies of Reading1997207
36Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit?Scientific Studies of Reading1998206
37The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development During Head Start and KindergartenScientific Studies of Reading2009197
38Life-Span Data on Continuous-Naming Speeds of Numbers, Letters, Colors, and Pictured Objects, and Word-Reading SpeedScientific Studies of Reading2002192
39The Role of Phonological Processing in Early Reading Ability: What We Can Learn From ChineseScientific Studies of Reading1998189
40Lexical Processing of Morphologically Complex Words in the Elementary YearsScientific Studies of Reading2003189
41Comprehension and Decoding: Patterns of Association in Children With Reading DifficultiesScientific Studies of Reading1999187
42Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading GrowthScientific Studies of Reading2009186
43Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of ConsistencyScientific Studies of Reading2019174
44Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word RecognitionScientific Studies of Reading2008168
45Morphology in Word Identification: A Word-Experience Model That Accounts for Morpheme Frequency EffectsScientific Studies of Reading2003165
46The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New DirectionsScientific Studies of Reading2004165
47Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New YorkScientific Studies of Reading1998164
48RAN Is Not a Measure of Orthographic Processing. Evidence From the Asymmetric German OrthographyScientific Studies of Reading2009162
49Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese KindergartnersScientific Studies of Reading2005158
50The Contribution of Attentional Control and Working Memory to Reading Comprehension and DecodingScientific Studies of Reading2014158