From home to classroom: A 20-year global bibliometric analysis of children’s reading literacy

Abstract

Reading literacy is crucial for children's academic achievement. This bibliometric analysis aims to study children's reading literacy development from 2005 to 2024. Data were obtained from the Web of Science Core Collection by applying inclusion criteria that narrowed the search to peer-reviewed journal articles and conference proceedings published in English. Utilizing VOSviewer, 190 documents meeting the eligibility criteria were assessed to identify notable works, establishing publishing trends, and examine subject structures via co-occurrence, co-citation, and performance analyses. The results indicate a continuous enhancement in research input, with notable contributions to socioeconomic challenges, educational strategies, domestics literacy environments, and the application of extensive assessment frameworks such as PISA and PIRLS. A comprehensive conceptual framework grounded in modern literacy models, sociocultural points, and comparative educational research was illustrated through co-citation analysis. Co-occurrence analysis identified key themes in educational environments, including reading comprehension, achievement, linguistic proficiency, motivation and early intervention. Cluster analysis revealed four principal thematic categories, underscoring the intricacy and interrelation of literacy studies. The results underscore the intricacies of reading literacy, shaped by structural, cognitive, emotional, and societal factors. To offer more comprehensive frameworks for literacy development, they also disclose opportunities for enhanced integration across academic subjects. This study offers an evidence-based synthesis aligned with Sustainable Development Goal 4 (Quality education) to inform future research, policy and instructional activities aimed at promoting equitable and effective reading outcomes for children globally.