THE GLOBAL RESEARCH TRENDS ON THE EARLY LITERACY IN EARLY CHILDHOOD EDUCATION
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examines global trends in early literacy articles published in the Web of Science (WoS) database. Using a descriptive survey model and bibliometric analysis, 2879 articles from 1985 to 2023 were analyzed. According to the results, the number of articles and citations has increased significantly since 2005. The Journal of Early Childhood Literacy is the most prolific journal in this field. Most studies originate from developed countries, notably the USA, Canada, and Australia, with English being the predominant language. Key contributing institutions include the State University System of Florida and Florida State University. The author Justice, L.M., is a leading contributor with 42 articles. The most cited article, by Sénéchal & LeFevre, at 2002 has 1044 citations. The 'Education & Educational Research' category leads with 1751 articles, covering topics like education, psychology, and language and linguistics. Literacy, emergent literacy, phonological awareness, reading are the prominent keywords and recent trends include topics such as literacy environments and dual language learners. Researchers from the USA, Canada, and Australia are prominent in collaborative efforts. This study analyzes global trends and key contributors in early literacy research, providing valuable insights for researchers and decision-makers about future directions and research gaps in the field.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it