Early Reading In Elementary Schools: A Bibliomrtric Analysis (1977-2026)
Abstract
comprehensive mapping of global research progress in this field remains limited. This study
aims to analyze trends and patterns in early reading research in elementary schools using a
bibliometric approach spanning 1977–2026. Data were retrieved from the Scopus database
using the search string "Early Reading" OR "beginning reading" AND "elementary school" OR
"primary school". After applying inclusion and exclusion criteria, 188 articles were selected for
analysis. The analysis was conducted in Microsoft Excel and VOSviewer to visualize keyword
networks, author collaborations, and citation maps.
The results indicate that this field is growing at an average annual rate of 2.87%, with
publication peaks in 2018 and 2021. The United States dominates global contributions to
publications, and Florida State University is the most productive institution. Keyword analysis
identified five thematic clusters: core literacy, school and family contexts, vocabulary and
bilingualism, intervention and synthetic phonics, and genetics and reading difficulties. These
findings confirm that early reading research is multidisciplinary and continuously evolving,
with "reading" and "early reading" serving as the primary connecting hubs across clusters. This
study is expected to serve as a reference for researchers, educators, and policymakers
seeking to understand the developmental trajectory of early reading knowledge.
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PDFReferences
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