DOI: 10.66497/jocde.1889482 ISSN: 1302-5945

A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024

Hülya Tokuç
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The aim of this study is to examine the bibliometric characteristics of academic publications published between 2014 and 2024 on the themes of reading difficulties, dyslexia, learning disabilities, and academic achievement. The research was conducted using bibliometric analysis. A total of 11,780 publications from the Web of Science (WoS) database were included in the analysis. The distribution of publications by year, publication language and type, international collaborations, keyword co-occurrences, and citation patterns were analyzed using descriptive statistics and VOSviewer software. The findings show that academic output in the field of reading difficulties and dyslexia increased rapidly after 2014 and reached its highest level in 2020–2021. It was determined that the majority of publications were in English and in the form of articles; the United States, the United Kingdom, and Canada stood out in the literature. Keyword analyses revealed that the concepts of reading difficulties, reading comprehension, and reading fluency were central. The study shows that there has been significant academic growth in the field of reading difficulties and dyslexia over the last decade, and that research is based on a strong theoretical foundation. The findings are indicative of general trends in the field and guide future research.

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