MAPPING THE LANDSCAPE OF EXPLORATORY READING: A BIBLIOMETRIC ANALYSIS
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The exploration of reading is pivotal for enhancing comprehension, fluency, and critical thinking. Despite its importance, discrepancies persist between theoretical models and practical applications in reading education. The objective of this study is to present a thorough review of the literature on exploring reading. Articles were searched using Publish or Perish with Scopus Database. The study analyzed 147 articles from 2019-2023. The Mendeley software is utilized to resume and manage references. The researchers applied to VOSviewer to review and identify articles. Seven clusters have been identified. Cluster 1 is comprised of seven items: academic vocabulary, influence, older adult, performance, reading comprehension, relationships, and self. Cluster 2 consisted 7 item: academic performance, children, online reading, poor reading comprehension, primary school student, research, and strategy. Cluster 3 consists of five items: college student, effectiveness, experience, feedback, and type. Cluster 4 consists of 5 items: achievement, adult, context, effect, and reading. Cluster 5 consists of 4 items: elt reading comprehension, factors, impact, and practice. Cluster 6 consisted of 4 items: adult reader, theory, vocabulary, and word reading. Cluster 7 consisted 3 item. Connections, knowledge, and roles.
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Yusup, R., Ismail, H., & Rahmaniah, R. (2025). MAPPING THE LANDSCAPE OF EXPLORATORY READING: A BIBLIOMETRIC ANALYSIS. English Review: Journal of English Education, 13(1), 155-164. https://doi.org/10.25134/erjee.v13i1.10226
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Referensi
Al Qahtani, A. A. (2020). Exploring reading strategies through introspective and retrospective think-aloud protocol. 2020 TESOL International Journal, 15, 37.
Bezemer, J., & Cowan, K. (n.d.). Exploring Reading in Social Semiotics: Theory and Methods.
Barber, A. T., & Klauda, S. L. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Grabe, W. (2021). Book review: Teaching and Researching Reading (Third Edition). Criminology & Criminal Justice, 11(3), 277–278.
Liu, F., Lai, K. hung, & Cai, W. (2021). Responsible production for sustainability: Concept analysis and bibliometric review. Sustainability (Switzerland), 13(3), 1–27. https://doi.org/10.3390/su13031275
Mirza, M., Harahap, Y., Andri Yatmo, Y., & Atmodiwirjo, P. (2018). Reading Architecture: Explorative Text -ual Reception for Architectural Education . SHS Web of Conferences, 41, 04010. https://doi.org/10.1051/shsconf/20184104010
Scharlau, I., Körber, M., & Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. Frontline Learning Research, 7(4), 25–57. https://doi.org/10.14786/flr.v7i4.559
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Sweileh, W. M. (2021). Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator, 31(2), 765–775. https://doi.org/10.1007/s40670-021-01254-6
Talenta, P. I., & Himawati, U. (2023). Reading together, learning together: The impact of literature circles on student engagement in reading. Jurnal CULTURE (Culture, Language, and Literature Review), 10(2), 47–56. https://doi.org/10.53873/culture.v10i2.538
van der Wilt, F., Boerma, I., van Oers, B., & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566–580. https://doi.org/10.1080/1350293X.2019.1634242
Daniel, J., & Barth, A. (2023). Exploring reading profiles of rural school students. Annals of Dyslexia, 73(2), 235–259. https://doi.org/10.1007/s11881-022-00276-y
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. In International Journal of Production Economics (Vol. 162, pp. 101–114). Elsevier B.V. https://doi.org/10.1016/j.ijpe.2015.01.003
Feller, D. P., Kopatich, R. D., Lech, I., & Higgs, K. (2020). Exploring Reading Strategy Use in Native and L2 Readers. Discourse Processes, 57(7), 590–608. https://doi.org/10.1080/0163853X.2020.1735282
Fernández-Álvarez, J., Cipresso, P., Colombo, D., Botella, C., & Riva, G. (2018). Reading Between the Lines: A Computational Bibliometric Analysis on Emotion Regulation. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, 253, 119–128. https://doi.org/10.1007/978-3-030-01093-5_16
Ismail, H. (2021). A BIBLIOMETRIC ANALYSIS OF READING STRATEGY (DATABASES SCOPUS AND GOOGLE SCHOLAR 2016-2021).
Ismail, H., & Edi, E. (2021). A BIBLIOMETRIC ANALYSIS OF EFL READING FLUENCY FROM 2016 TO 2021. English Review: Journal of English Education, 10(1), 139–148. https://doi.org/10.25134/erjee.v10i1.5364
Jones, K. A. (2018). HIGHER ACADEMIC PERFORMANCE IN AN ASIAN UNIVERSITY: REPLACING TRADITIONAL LECTURING WITH BLENDED LEARNING.
Lan, X., & Yu, Z. (2023). A Bibliometric Review Study on Reading Literacy over Fourteen Years. In Education Sciences (Vol. 13, Issue 1). MDPI. https://doi.org/10.3390/educsci13010027
Martiniello, N., Barlow, M., & Wittich, W. (2022). Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments. Scientific Studies of Reading, 26(4), 267–286. https://doi.org/10.1080/10888438.2021.1969402
Meitifazahra, A., Suryaman, M., & Wachyudi, K. (2022). BIBLIOMETRIC ANALYSIS: E-BOOK AND READING COMPREHENSION IN EFL IN THE LAST DECADE. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 10(1), 22–42. https://doi.org/10.47668/edusaintek.v10i1.638
Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. In Profesional de la Informacion (Vol. 29, Issue 1). El Profesional de la Informacion. https://doi.org/10.3145/epi.2020.ene.03
Reed, D. K., Aloe, A. M., Park, S., & Reeger, A. J. (2021). Exploring the summer reading effect through visual analysis of multiple datasets. Journal of Research in Reading, 44(3), 597–616. https://doi.org/10.1111/1467-9817.12357
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00157-9
Schwering, S. C., Ghaffari-Nikou, N. M., Zhao, F., Niedenthal, P. M., & MacDonald, M. C. (2021). Exploring the Relationship Between Fiction Reading and Emotion Recognition. Affective Science, 2(2), 178–186. https://doi.org/10.1007/s42761-021-00034-0
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851812
Suchona, I. J., & Urmy, K. K. (2019). Exploring Reading Strategies and Difficulties among Bangladeshi Undergraduates. Shanlax International Journal of English, 8(1), 42–53. https://doi.org/10.34293/english.v8i1.1308
Sweileh, W. M. (2021). Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator, 31(2), 765–775. https://doi.org/10.1007/s40670-021-01254-6
Tahun, B., & Bahrum, A. (n.d.). Vol X No X Efl Reading Fluency: A Review Bibliometric And Vosviewer Analysis.
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open, 5(3). https://doi.org/10.1177/2332858419869343
Wang, Y., Luo, C. H., & Gui, M. (2002). Structure of research topics of reading in a foreign language’s publications. 34(2). https://nflrc.hawaii.edu/rfl/
Wu, Z., & Amzah, F. (2023). Researching the Effects of E-book on Children’s Emergent Reading Conducted from 1999 to 2022: A Bibliometric Review. Language Related Research, 14(3), 289–320. https://doi.org/10.29252/LRR.14.3.12
Wyant, J. D., Keath, A., & Baek, J.-H. (2022). A bibliometric analysis informed reading list for physical educators. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202214054
Bezemer, J., & Cowan, K. (n.d.). Exploring Reading in Social Semiotics: Theory and Methods.
Barber, A. T., & Klauda, S. L. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Grabe, W. (2021). Book review: Teaching and Researching Reading (Third Edition). Criminology & Criminal Justice, 11(3), 277–278.
Liu, F., Lai, K. hung, & Cai, W. (2021). Responsible production for sustainability: Concept analysis and bibliometric review. Sustainability (Switzerland), 13(3), 1–27. https://doi.org/10.3390/su13031275
Mirza, M., Harahap, Y., Andri Yatmo, Y., & Atmodiwirjo, P. (2018). Reading Architecture: Explorative Text -ual Reception for Architectural Education . SHS Web of Conferences, 41, 04010. https://doi.org/10.1051/shsconf/20184104010
Scharlau, I., Körber, M., & Karsten, A. (2019). Plunging into a world? A novel approach to undergraduates’ metaphors of reading. Frontline Learning Research, 7(4), 25–57. https://doi.org/10.14786/flr.v7i4.559
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Sweileh, W. M. (2021). Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator, 31(2), 765–775. https://doi.org/10.1007/s40670-021-01254-6
Talenta, P. I., & Himawati, U. (2023). Reading together, learning together: The impact of literature circles on student engagement in reading. Jurnal CULTURE (Culture, Language, and Literature Review), 10(2), 47–56. https://doi.org/10.53873/culture.v10i2.538
van der Wilt, F., Boerma, I., van Oers, B., & van der Veen, C. (2019). The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education. European Early Childhood Education Research Journal, 27(4), 566–580. https://doi.org/10.1080/1350293X.2019.1634242
Daniel, J., & Barth, A. (2023). Exploring reading profiles of rural school students. Annals of Dyslexia, 73(2), 235–259. https://doi.org/10.1007/s11881-022-00276-y
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. In International Journal of Production Economics (Vol. 162, pp. 101–114). Elsevier B.V. https://doi.org/10.1016/j.ijpe.2015.01.003
Feller, D. P., Kopatich, R. D., Lech, I., & Higgs, K. (2020). Exploring Reading Strategy Use in Native and L2 Readers. Discourse Processes, 57(7), 590–608. https://doi.org/10.1080/0163853X.2020.1735282
Fernández-Álvarez, J., Cipresso, P., Colombo, D., Botella, C., & Riva, G. (2018). Reading Between the Lines: A Computational Bibliometric Analysis on Emotion Regulation. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, 253, 119–128. https://doi.org/10.1007/978-3-030-01093-5_16
Ismail, H. (2021). A BIBLIOMETRIC ANALYSIS OF READING STRATEGY (DATABASES SCOPUS AND GOOGLE SCHOLAR 2016-2021).
Ismail, H., & Edi, E. (2021). A BIBLIOMETRIC ANALYSIS OF EFL READING FLUENCY FROM 2016 TO 2021. English Review: Journal of English Education, 10(1), 139–148. https://doi.org/10.25134/erjee.v10i1.5364
Jones, K. A. (2018). HIGHER ACADEMIC PERFORMANCE IN AN ASIAN UNIVERSITY: REPLACING TRADITIONAL LECTURING WITH BLENDED LEARNING.
Lan, X., & Yu, Z. (2023). A Bibliometric Review Study on Reading Literacy over Fourteen Years. In Education Sciences (Vol. 13, Issue 1). MDPI. https://doi.org/10.3390/educsci13010027
Martiniello, N., Barlow, M., & Wittich, W. (2022). Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments. Scientific Studies of Reading, 26(4), 267–286. https://doi.org/10.1080/10888438.2021.1969402
Meitifazahra, A., Suryaman, M., & Wachyudi, K. (2022). BIBLIOMETRIC ANALYSIS: E-BOOK AND READING COMPREHENSION IN EFL IN THE LAST DECADE. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 10(1), 22–42. https://doi.org/10.47668/edusaintek.v10i1.638
Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. In Profesional de la Informacion (Vol. 29, Issue 1). El Profesional de la Informacion. https://doi.org/10.3145/epi.2020.ene.03
Reed, D. K., Aloe, A. M., Park, S., & Reeger, A. J. (2021). Exploring the summer reading effect through visual analysis of multiple datasets. Journal of Research in Reading, 44(3), 597–616. https://doi.org/10.1111/1467-9817.12357
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00157-9
Schwering, S. C., Ghaffari-Nikou, N. M., Zhao, F., Niedenthal, P. M., & MacDonald, M. C. (2021). Exploring the Relationship Between Fiction Reading and Emotion Recognition. Affective Science, 2(2), 178–186. https://doi.org/10.1007/s42761-021-00034-0
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Soleimani, H., Mohammaddokht, F., & Fathi, J. (2022). Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851812
Suchona, I. J., & Urmy, K. K. (2019). Exploring Reading Strategies and Difficulties among Bangladeshi Undergraduates. Shanlax International Journal of English, 8(1), 42–53. https://doi.org/10.34293/english.v8i1.1308
Sweileh, W. M. (2021). Global Research Activity on E-Learning in Health Sciences Education: a Bibliometric Analysis. Medical Science Educator, 31(2), 765–775. https://doi.org/10.1007/s40670-021-01254-6
Tahun, B., & Bahrum, A. (n.d.). Vol X No X Efl Reading Fluency: A Review Bibliometric And Vosviewer Analysis.
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open, 5(3). https://doi.org/10.1177/2332858419869343
Wang, Y., Luo, C. H., & Gui, M. (2002). Structure of research topics of reading in a foreign language’s publications. 34(2). https://nflrc.hawaii.edu/rfl/
Wu, Z., & Amzah, F. (2023). Researching the Effects of E-book on Children’s Emergent Reading Conducted from 1999 to 2022: A Bibliometric Review. Language Related Research, 14(3), 289–320. https://doi.org/10.29252/LRR.14.3.12
Wyant, J. D., Keath, A., & Baek, J.-H. (2022). A bibliometric analysis informed reading list for physical educators. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202214054