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

Hülya Tokuç

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

Abstract

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.

Keywords

Supporting Institution

No

Project Number

No

Ethical Statement

Ethics committee approval was not obtained as the study involves bibliometric analysis.

Thanks

no

References

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Details

Primary Language

English

Subjects

Child Development Education

Journal Section

Research Article

Authors

Hülya Tokuç ^*
Türkiye

Publication Date

June 24, 2026

Submission Date

February 15, 2026

Acceptance Date

April 18, 2026

Published in Issue

Year 2026 Volume: 2 Number: 2

IZ

https://izlik.org/JA87HL98DB

Cite

RIS / Bibtex

APA

Tokuç, H. (2026). A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024. Journal of Child Development and Education, 2(2), 76-91. https://izlik.org/JA87HL98DB

AMA

1.Tokuç H. A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024. JOCDE. 2026;2(2):76-91. https://izlik.org/JA87HL98DB

Chicago

Tokuç, Hülya. 2026. “A Bibliometric Analysis of Early Childhood Reading Difficulties Covering the Years 2014-2024”. Journal of Child Development and Education 2 (2): 76-91. https://izlik.org/JA87HL98DB.

EndNote

Tokuç H (June 1, 2026) A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024. Journal of Child Development and Education 2 2 76–91.

IEEE

[1]H. Tokuç, “A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024”, JOCDE, vol. 2, no. 2, pp. 76–91, June 2026, [Online]. Available: https://izlik.org/JA87HL98DB

ISNAD

Tokuç, Hülya. “A Bibliometric Analysis of Early Childhood Reading Difficulties Covering the Years 2014-2024”. Journal of Child Development and Education 2/2 (June 1, 2026): 76-91. https://izlik.org/JA87HL98DB.

JAMA

1.Tokuç H. A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024. JOCDE. 2026;2:76–91.

MLA

Tokuç, Hülya. “A Bibliometric Analysis of Early Childhood Reading Difficulties Covering the Years 2014-2024”. Journal of Child Development and Education, vol. 2, no. 2, June 2026, pp. 76-91, https://izlik.org/JA87HL98DB.

Vancouver

1.Hülya Tokuç. A bibliometric analysis of early childhood reading difficulties covering the years 2014-2024. JOCDE [Internet]. 2026 Jun. 1;2(2):76-91. Available from: https://izlik.org/JA87HL98DB