ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 121 GLOBAL TRENDS AND FUTURE PROSPECT OF DEVELOPMENTAL READING FROM 2019-2024: BIBLIOMETRIC ANALYSIS Husnul Khotimah English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia Email: husnulkhotimah061103@gmail.com Hijril Ismail English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia Email: hijrilismail@ummat.ac.id Rima Rahmaniah English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia Email: Rima21@ummat.ac.id Humaira English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia Email: humairah2299@gmail.com Asbah English Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram, Indonesia Email: aambalawi@gmail.com APA Citation: Khotimah, H., Ismail, H., Rima, Rahmaniah, Humaira, & Asbah. (2025). Bridging the gap: teachers’ knowledge and application of AI-driven learning platforms in STEM-based english language education. English Review: Journal of English Education, 13(1), 121- 132. https://doi.org/10.25134/erjee.v13i1.10828 Received: 27-10-2024 Accepted: 24-12-2024 Published: 28-02-2025 INTRODUCTION Reading is a cognitive process that stimulates the mind and broadens an individual's knowledge base, allowing them to process information effectively (Paola et al., 2023). This cognitive engagement involves the application of reasoning to interpret, evaluate, and comprehend textual information (Ruslan et al., 2024). In the context of elementary education, reading is a fundamental skill that significantly influences the definition of “success” for pupils, and its importance extends into various aspects of their lives as they mature (Mastrothanasis et al., 2023). As a fundamental component in education, reading serves an important role in establishing students' intellectual foundations, preparing them to face the challenges of future learning and life experiences (Gustian et al., 2024). Reading is also defined an essential skill in language instruction due to its critical role in linguistic communication and the development Abstract: The purpose of this research is to present a comprehensive analysis of the literature on developmental reading. The Google Scopus database and Publish or Perish tools were utilized to identify relevant articles. A total of 111 articles, spanning from 2019 to 2024, were reviewed. The references were organized and summarized using Mendeley software. Using the VOSviewer program, the authors analyzed this database and categorized the articles into five groups. Cluster 1 consists of seven items (developmental study, developmental trajectory, difference, fluency, relationship), Cluster 2 includes five items (developmental perspective, developmental trajectory, difference, fluency, relationship), Cluster 3 comprises four items (Chinese child, dyslexia, training, word), Cluster 4 contains three items (adult, developmental disability, intellectual), and Cluster 5 encompasses three items (developmental relation, evidence, reading comprehension). Keywords: bibliometric analysis; developmental reading; publish or perish; VOSviewer Scopus. mailto:husnulkhotimah061103@gmail.com mailto:hijrilismail@ummat.ac.id mailto:Rima21@ummat.ac.id mailto:humairah2299@gmail.com mailto:aambalawi@gmail.com Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 122 of linguistic literacy (Vaughn et al., 2020). The acquisition of reading skills is a gradual process that necessitates ongoing development, underscoring the need for effective support systems for children experiencing reading difficulties (Schoenbach et al., 2023). One of the strategies to improve reading skills is developmental reading (Liman Kaban & Karadeniz, 2021). Its approach emphasizes the importance of structured and individualized interventions that meet the needs of students to ensure long-term reading success (Jamshidifarsani et al., 2019). Developmental reading focuses on the enhancement of reading abilities, aiming to improve comprehension, fluency, and vocabulary (Tusmagambet, 2020). This developmental process encompasses the progressive refinement of an individual's reading skills over their lifespan, including foundational reading proficiencies, fluency assessment, comprehension strategies, and vocabulary expansion (Aghajani & Gholamrezapour, 2019). As individuals develop these skills out over time, developmental reading supports the development of effective reading habits necessary for academic and personal success (Jabbar & Warraich, 2023). Sabatini et al., (2023) state that one of the key aspects of this approach is its adaptability, serving readers of all ages and promoting the development of literacy lifelong. The differential development of reading subskills such as accuracy, fluency, and comprehension between boys and girls remains an area of ongoing investigation (Manu et al., 2023). 2025/2/25 argue that understanding these gender- based differences can inform a more personalized approach to reading instruction, helping educators to address specific needs and encourage equal opportunities for success. The cultivation of reading fluency, efficiency, and comprehension capabilities requires extensive practice over many years (Karipidis et al., 2021). This long-term commitment is critical for readers to develop the skills necessary for effective information processing and critical thinking, which reinforces the importance of sustainable reading practices in academic and daily contexts (Darling-Hammond et al., 2020). A substantial body of research has been dedicated to exploring various aspects of developmental reading (Uri & Coiro, 2020). Notable studies include the examination of developmental relations between home literacy environments, reading interest, and reading skills (Georgiou et al., 2021), the interplay between reading and mathematics development in elementary school (Erbeli et al., 2021), and the relationship between listening and reading comprehension in young language learners (Wong, 2021). Other significant investigations have focused on the role of phonemic awareness and executive functions in reading developmental dyslexia (Medina & Guimarães, 2019), the developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary education (Edossa et al., 2019), and the developmental trajectories of white matter structure in children with and without reading impairments (Lebel et al., 2019). Further research has explored the developmental trajectory of intrinsic reading motivation (Miyamoto et al., 2020), the dynamics of students' reading self-concept and reading competence (Sewasew & Koester, 2019), strategies for teaching reading to students with intellectual and developmental disabilities (Lindström & Lemons, 2021), and the stability and developmental interplay of word reading and spelling (Furnes et al., 2023). In this study is focused on bibliometric analysis. Bibliometric analysis is an objective assessment of scientific research that quantitatively illustrates development trends (Chain & Castro, 2019), research hotspots, and key research institutions within relevant scientific activities (Wang & Tian, 2021). This method aids researchers in comprehending their ideas and serves as a resource for collaborative research endeavors (Zamiri & Esmaeili, 2024). Bibliometric analysis quantitatively measures the productivity of scientific outputs (Dervis, 2019). As Donthu et al., (2021) state that this comprehensive approach makes bibliometric analysis an invaluable resource for understanding the progress and scope of scientific literature. The bibliometric analysis of developmental reading has been extensively discussed in numerous articles to identify and analyze large volumes of scientific literature (Huang et al., 2020). This analysis enables researchers to elucidate the evolutionary nuances of a particular field, explore the intellectual structure of a specific domain within the vast literature, and uncover emerging trends (Foroudi et al., 2021). This enables a clearer understanding of how developmental reading has progressed over time and where future research might be focused, offering valuable insights for educators, policymakers, and academics invested in improving reading proficiency and literacy development (Didion et al., 2020). ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 123 Moreover, bibliometric analysis enables the identification of influential works and key contributors within the field, providing insights into the scholarly networks and collaborations that drive advancements in developmental reading (Skute et al., 2019). By examining citation patterns, researchers can trace the evolution of pivotal theories and methodologies, fostering a deeper understanding of how contemporary practices have been shaped by earlier scholarship (Argyres et al., 2020). This historical prospects not only domain preforce but dyniling special studies and specific searchers on training their current landscape (Wang et al., 2024). Moreover, this comprehensive perspective facilitates the recognition of gaps where future research can make meaningful contributions, particularly in addressing the needs of marginalized or underserved populations (Jagtap, 2019). Stevens et al., (2019) argue that by identifying areas that have received limited attention, researchers can focus on developing new strategies and interventions to support these groups. This comprehensive approach ensures that the field of developmental reading continues to evolve, addressing emerging challenges and fostering inclusive educational practices that benefit all learners (Wang et al., 2024). Additionally, Klarin, (2024) argue that bibliometric methods incorporate advanced visualization tools such as VOSviewer, which allow for the creation of detailed maps of co- authorship, keyword co-occurrence, and thematic clusters. These visualizations provide an intuitive representation of complex data, making it easier to discern connections between various research topics and trends (Qin et al., 2020). Such tools not only enhance the clarity of bibliometric findings but also empower educators, policymakers, and researchers to develop targeted interventions and collaborative frameworks that align with both current demands and future priorities (Ayanwale et al., 2024). Numerous trend studies have utilized bibliometric analysis in the context of developmental reading (Guo, 2022). Examples include a bibliometric analysis to inform reading lists for physical educators (Wyant et al., 2022), a bibliometric analysis of reading (Ismail, 2021), studies involve reading research on older adults within architecture through bibliometric analysis (Midilli Sarı & Eyüboğlu, 2023), an analysis of citation trends to identify significant articles on delirium using the DDPP model with temporal heatmaps (THM) (Ho et al., 2023), a bibliometric visual analysis of the research history, hotspots, and developmental trends of polymers (Chen et al., 2023), a bibliometric evaluation and hotspot analysis of developmental dysplasia of the hip (Fan et al., 2020), and a bibliometric analysis of cognitive function in developmental coordination disorders (Ji et al., 2022). This article focuses on a meta-analysis of developmental reading. METHOD This study employed quantitative research techniques on journal articles, with a particular emphasis on bibliometric analysis. The researchers implemented the five-step bibliometric analysis framework as outlined by (Fahimnia et al., 2015) which includes defining search keywords, initial search results, refinement of search results, compiling initial data statistics, and data analysis. Defining search keywords. In January 2024, a literature search was conducted using the keyword “developmental reading.” Google Scopus was utilized in conjunction with the “Publish or Perish” software to collect the data. The researchers began by entering the term “developmental reading” into the Publish or Perish software, categorizing by ‘journal’, ‘title word’, and years '0-0'. From the Google Scopus database, the researchers retrieved 200 articles in the initial search, covering the period from 1963 to 2024 (61 years). Initial search results. At this stage, the researchers did not restrict the range of years. The oldest article on developmental reading identified was published in 1963. The top twenty articles were identified using the Publish or Perish software. Refinement of the search results. To refine the search results, the authors controlled the range of publication years, focusing on the period from 2019 to 2024. Additionally, they set specific publication names (journals) as criteria. This refinement process resulted in 111 articles meeting the requirements for the five-year period. A comparison of the results between the original search and the refined search is presented in Table 2. Table 2. Comparison metrics Metric Initial Search Refined Search (2019-2024) Total Articles 200 111 Total Citations 19,056 799 h-index 76 16 g-index 130 22 Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 124 Average Citations/Year 312.39 159.80 Compiling the initial data statistics Following refinement, the result was downloaded and saved in the Mendeley program to the RIS format, which included the title, author’s names, abstract, keywords, and journal specification (publishing journal, year of publication, issue, and pages) among other important details about the work. After that, data were evaluated to categorize the publisher, the year publication pattern, and the source of publication. Figure 1. Year-over-year publication trend This figure illustrates the year-over-year distribution of publications on developmental reading. The highest number of articles was published in 2021 (29 articles), followed by notable outputs in 2019 (28 articles) and 2023 (23 articles). The data underscores a fluctuating but sustained interest in the topic. Figure 2. Publisher of cited articles ( Note: The Publisher cited on developmental reading there were 38 publisher such as Wiley- Blackwell Publishing Ltd was 12 articles, Elsevier was 10 articles, Frontiers Media S.A. was 8 articles, Sage Publication was 9 articles, Springer was 8 articles, Routledge was 6 articles, Academic Press Inc was 6 articles, American Psychological Association was 5 articles, American Speech- Language- Hearing Association ( ASHA) was 4 articles, Nature Publishing Group was 3 articles, The Korean Academy of Speech- Language Pathology and Audiology (KASA) was 3 articles, Public Library of Science was 3 articles, Taylor and Francis Ltd was 2 articles, Informa Healthcare was 3 articles, Multidisciplinary Digital Publishing Institute was 3 articles, and one article each in another publisher). This figure highlights the primary publishers in the field. Wiley-Blackwell ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 125 leads with 12 articles, followed by Elsevier (10 articles) and Frontiers Media S.A. (8 articles). These publishers represent significant contributors to advancing research on developmental reading. Figure 3. Journal where analysis pieces were published Journals only contain data from publications that have been published on the theme of “developmental reading”. Frontiers of Psychology are 7 articles, Acta Psychologica Sinica are 5 articles, Communication Sciences and Disorders are 3 articles, Developmental Psychology are 3 articles, Reading and Writing are 3 articles, Scientific Reports are 3 articles, Autism and Developmental Language Impairments are 2 articles, Brain Sciences are 2 articles, Child of Developmental are 2 articles, Community Collage Journal of Research and Practice are 2 articles, Contemporary Educational Psychology are 2 articles, Developmental Sciences are 2 articles, Dyslexia are 2 articles, Language, Speech and Hearing services in School are 2 articles, Learning and Individual Differences are 2 articles, Neurolmage are 2 articles, PLoS ONE are 2 articles, and there is an article in other journals such as Journal of Educational Psychology, Journal of the American Academy, Journal of Communication Disorder, Journal of Child Psychology and Psychiatry and Allied Disciplines, Journal of Experimental Child Psychology, International Journal of Psychophysiology, International Journal of Speech- Language Pathology, Journal of psycholinguistic Research, Journal of Collage Reading and Learning, International Journal Developmental Disabilities, Journal of Special Education Technology, International Journal of Disability Development and Education, Journal of Library Science in China, Journal of Policy and Practice in Intellectual Disabilities, Journal of Learning Disabilities, International Journal for Research in Learning Disabilities, Journal of Developmental and Behavioral Pediatrics, Journal of Adult and Continuing Education, Japan Journal of Logopedics and Phoniatrics. In total 82 journals discussed issues related to developmental reading. This paper presents a bibliometric study of the term “developmental reading” using data from the Google Scopus database. The study employed the Publish or Perish software, version 8.9.4554.8721, to conduct a bibliometric review. Initially, 200 papers were identified. After refining the search, 111 papers remained. The citation rate fluctuated between 312.39 and 159.80 citations per year. RESULTS AND DISCUSSION This study, citation metrics are significantly impacted by papers published in journal that are indexed by Scopus. According to Table 3, show that the most cited article on developmental reading is the article written by M.J.Snowling propose a title “Dyslexia and Developmental Language Disorder: comorbid disorders with distinct eff ects on reading comprehension. The article was written in 2020, published in the Journal of Child Psychology and Psychiatry and Allied Disciplines and cited by 67 authors. The second most-cited article written by S. Ebert entitle “Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. The article was written in 2020, published in the Journal of Experimental Child Psychology and cited by 42 authors. The third most-cited article written by H.L. Storkel entitle” The impact of dose and dose frequency on word learning by kindergarten children with developmental language disorder during interactive book reading” the article is written in Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 126 2019, published in the journal Language, Speech, and Hearing Services in Schools and cited by 34 authors. Figure 4. Network visualization mapping (Note: There are five developmental reading cluster, as indicated by the five colors in figure 4). The author entered the result of the Publish or Perish application into Vosviewer to see which keywords appeared frequently and were used for bibliometric analysis maps after counting for citation frequency and other metrics. Three alternative visualizations network, overlay, and density are used by the Vosviewer application to display the bibliometric mapping. Figure 5. Density visualization mapping Extracting from the title fields and full counting with a minimum of three occurrences, the authors get 465 terms, and 39 meeting the threshold. Additionally, the author discovered five clusters. Cluster 1 consisted of seven items ( developmental study, developmental trajectory, difference, fluency, relationship), cluster 2 consisted of five items ( developmental perspect, developmental trajectory, difference, fluency, relationship), cluster 3 consisted of four items ( Chinese child, dyslexia, training, word), cluster 4 consisted of three items ( adult, developmental disability, intellectual), and cluster 5 consisted of three items ( developmental relation, evidence, reading comprehension). ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 127 Table 3. Article with 10 or more citations NO Cited Per Year Authors Title Year Publication 1 67 0,71875 M.J. Snowling Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension 2020 Wiley- Blackwell Publishing Ltd 2 42 10.50 S.Ebert Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence 2020 Academic Press Inc. 3 34 0,305556 H.L. Storkel The impact of dose and dose frequency on word learning by kindergarten children with developmental language disorder during interactive book reading 2019 American Speech- Language- Hearing Association (ASHA) 4 32 06.40 E.P. Galloway Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers 2019 American Psychological Association 5 28 0,25 C. Pecini Training RAN or reading? A telerehabilitation study on developmental dyslexia 2019 American Psychological Association 6 27 0,302083 A. Cancer The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere- Specific Stimulation and Action Video Games 2020 Frontiers Media S.A. 7 26 0,379861 F. Erbeli Developmental dynamics between reading and math in elementary school 2021 Wiley- Blackwell Publishing Ltd 8 23 0,260417 A. Miyamoto The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency 2020 Academic Press Inc. 9 22 05.50 S.M. Adlof Promoting reading achievement in children with developmental language disorders: What can we learn from research on specific language impairment and dyslexia? 2020 American Speech- Language- Hearing Association (ASHA) 10 22 07.33 G.K. Georgiou Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3-Year Longitudinal Study 2021 Wiley- Blackwell Publishing Ltd 11 21 04.20 C. Lebel Developmental trajectories of white matter structure in children with and without reading impairments 2019 Elsevier Ltd. https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Academic%20Press%20Inc.&tip=pub https://www.scimagojr.com/journalsearch.php?q=Academic%20Press%20Inc.&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Psychological%20Association&tip=pub https://www.scimagojr.com/journalsearch.php?q=Frontiers%20Media%20S.A.&tip=pub https://www.scimagojr.com/journalsearch.php?q=Frontiers%20Media%20S.A.&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Academic%20Press%20Inc.&tip=pub https://www.scimagojr.com/journalsearch.php?q=Academic%20Press%20Inc.&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Wiley-Blackwell%20Publishing%20Ltd&tip=pub https://www.scimagojr.com/journalsearch.php?q=Elsevier%20Ltd.&tip=pub Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 128 12 20 04.00 D. Sewasew The developmental dynamics of students' reading self- concept and reading competence: Examining reciprocal relations and ethnic-background patterns 2019 Elsevier BV 13 19 0,21875 S. Brem Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia 2020 Nature Publishing Group 14 18 0,166667 K. Chyl Reading Acquisition in Children: Developmental 15Processes and Dyslexia- Specific Effects 2019 Elsevier Ltd. 15 17 0,254861 L.M. Pierson Coaching parents of children with developmental disabilities to implement a modified dialogic reading intervention using low technology via telepractice 2021 American Speech- Language- Hearing Association (ASHA) The results of this bibliometric analysis have important implications for educators, policymakers, and researchers engaged in reading development. The trends and clusters identified highlight areas where there are opportunities to innovate teaching practices and design evidence- based interventions. For example, research on dyslexia interventions has attracted considerable attention, suggesting increased attention to the creation of specialized teaching strategies that support students with reading disabilities. These strategies aim to address learning gaps by providing appropriate methods that address the unique challenges these students face. Furthermore, the emphasis on reading comprehension strategies signals a growing recognition of the importance of equipping students with tools that enhance their ability to understand and retain information. This has led to a demand for scalable and accessible programs that can be adapted to different student profiles, promoting inclusion in the classroom. Educators are encouraged to integrate digital tools and culturally relevant practices into their pedagogy, enabling more dynamic, interactive, and adaptive teaching approaches that speak to a wide range of learners. Policymakers, informed by visualizing research trends, can prioritize funding and resources toward under-researched but impactful areas, such as the intersection of developmental reading and digital literacy. This strategic allocation of resources ensures that emerging areas of concern, particularly those involving the integration of technology into reading instruction, receive the support needed for further development. By encouraging collaborations between key contributors and institutions identified through co- authorship networks, interdisciplinary efforts to address systematic gaps in reading instruction can be promoted. Furthermore, the trends revealed in this bibliometric study provide guidance for establishing national or regional priorities that align with global advances in reading instruction. Policymakers can use this information to influence policy decisions that support innovation and equitable access to literacy programs. In particular, regions that have lagged behind in integrating digital literacy into reading education can benefit from adopting evidence-based practices that have proven successful in other parts of the world. This helps ensure that literacy initiatives remain relevant and effective in an increasingly digital learning environment. However, this study is not without limitations. Bibliometric analyses are inherently limited by the scope and quality of the database used and, in this case, the use of Google Scopus may have excluded relevant articles from other databases, introducing potential biases in the presentation of the research findings. In addition, study inclusion criteria may limit the analysis, potentially overlooking smaller, region-specific studies or those published in languages other than English, which may limit the global applicability of the findings. This may lead to biased representations that favor more cited publications, especially in countries with higher research output. In addition, the analysis may be affected by publication bias, where studies https://www.scimagojr.com/journalsearch.php?q=Elsevier%20BV&tip=pub https://www.scimagojr.com/journalsearch.php?q=Nature%20Publishing%20Group&tip=pub https://www.scimagojr.com/journalsearch.php?q=Nature%20Publishing%20Group&tip=pub https://www.scimagojr.com/journalsearch.php?q=Nature%20Publishing%20Group&tip=pub https://www.scimagojr.com/journalsearch.php?q=Elsevier%20Ltd.&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub https://www.scimagojr.com/journalsearch.php?q=American%20Speech-Language-Hearing%20Association%20(ASHA)&tip=pub ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 129 reporting significant results are more likely to be published and cited, leading to overemphasis on some interventions while neglecting important research contributions from others. These limitations highlight the need to triangulate bibliometric data with qualitative and meta- analytic approaches in future research. A more comprehensive approach, combining quantitative measures and qualitative information, provides a richer and more nuanced understanding of developmental reading, ensuring that underrepresented perspectives and emerging research are incorporated into educational policy and practice. To address these challenges, future studies should expand the dataset by integrating databases such as Web of Science or PubMed, capturing a wider range of publications from different regions and research fields. This approach reduces bias and provides a more comprehensive view of the development reading landscape. In addition, conducting longitudinal citation analyses can reveal the lasting impact of key publications and identify emerging areas of research, thereby providing deeper insight into the evolution of interventions and theoretical frameworks in the field. Future research should also integrate qualitative methods with bibliometric analysis to better understand how interventions are implemented in practice. This dual approach would provide a summary of the field and detailed information on policy implementation and classrooms. Cooperation between countries should be encouraged to promote intercultural perspectives, address regional limitations and foster the exchange of innovative practices. In addition, the integration of artificial intelligence and machine learning tools, such as natural language processing (NLP), can improve research understanding and improve bibliometric data analysis, making more applicable to educators and policy makers. CONCLUSION The conclusion of this study emphasizes that reading development is a skill that requires ongoing support to improve vocabulary, fluency, and comprehension. A bibliometric analysis of 111 articles from the Google Scopus database revealed considerable interest in the link between home learning environments and reading skill development, as well as innovations in teaching methods for children with special needs. Future research is recommended to explore the integration of digital literacy into reading education, especially for underserved groups, and to combine qualitative methods with bibliometric analyses to better understand classroom policies and instructional strategies. Cross-cultural cooperation is also needed to address regional constraints and enrich innovative practices. In practice, the results of this study can be applied to develop evidence-based teaching strategies, integrate digital tools, and provide inclusive programs tailored to student needs, while guiding decision-makers in prioritizing scarce funding but with high potential. REFERENCES Aghajani, M., & Gholamrezapour, E. (2019). Critical thinking skills, critical reading and foreign language reading anxiety in Iran context. International Journal of Instruction, 12(4), 219– 238. https://doi.org/10.29333/iji.2019.12414a Argyres, N. S., Frattini, F., & Milano, P. (2020). History-informed strategy research : The promise of history and historical research methods in advancing strategy scholarship. Ayanwale, M. A., Molefi, R. R., & Oyeniran, S. (2024). Analyzing the evolution of machine learning integration in educational research: a bibliometric perspective. Discover Education, 3(1). https://doi.org/10.1007/s44217-024- 00119-5 Chen, Z., He, W., & Zhang, W. (2023). Bibliometric visual analysis of the poly(vinylidene fluoride– trifluoroethylene) piezoelectric nanomaterial: research history, hotspots, and developmental trend. Frontiers in Materials, 10. https://doi.org/10.3389/fmats.2023.1292256 Chain, C. P., & Castro, L. G. De. (2019). Bibliometric analysis of the quantitative methods applied to the measurement of industrial clusters. JOES, 33(1), 60–84. https://doi.org/10.1111/joes.12267 Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.153779 1 Dervis, H. (2019). Bibliometric analysis using bibliometrix an R package. Journal of Scientometric Research, 8(3), 156–160. https://doi.org/10.5530/JSCIRES.8.3.32 Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29–66. https://doi.org/10.1080/19345747.2019.167088 4 Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 130 guidelines. Journal of Business Research, 133(May), 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070 Edossa, A. K., Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2019). Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school. European Journal of Psychology of Education, 34(2), 397–416. https://doi.org/10.1007/s10212-018-0393-x Erbeli, F., Shi, Q., Campbell, A. R., Hart, S. A., & Woltering, S. (2021). Developmental dynamics between reading and math in elementary school. Developmental Science, 24(1). https://doi.org/10.1111/desc.13004 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 Fan, Y., Zhang, H., Li, Z., He, W., & Chen, Z. (2020). Bibliometric evaluation and hot spot analysis of developmental dysplasia of the hip. https://doi.org/10.21203/rs.3.rs-99418/v1 Foroudi, P., Akarsu, T. N., Marvi, R., & Balakrishnan, J. (2021). Intellectual evolution of social innovation: A bibliometric analysis and avenues for future research trends. In Industrial Marketing Management (Vol. 93). https://doi.org/10.1016/j.indmarman.2020.03.02 6 Furnes, B., Elwér, Å., Samuelsson, S., Treiman, R., & Olson, R. K. (2023). The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4. Reading and Writing. https://doi.org/10.1007/s11145-023- 10465-9 Georgiou, G. K., Inoue, T., & Parrila, R. (2021). Developmental relations between home literacy environment, reading interest, and reading skills: evidence from a 3-year longitudinal study. Child Development, 92(5), 2053–2068. https://doi.org/10.1111/cdev.13589 Guo, X. (2022). A bibliometric analysis of child language during 1900–2021. Frontiers in Psychology, 13(June), 1–17. https://doi.org/10.3389/fpsyg.2022.862042 Gustian, D., Marzuki, M., Nukman, N., Purnama, Y., & Abdurrahman, D. (2024). Synergies in education: Integrating character, literacy, and technology for enhanced outcomes: Current perspectives from global education experts. International Journal of Teaching and Learning, 2(2), 498–512. https://injotel.org/index.php/12/article/view/84/ 112 Ho, S. Y. C., Chien, T. W., Tsai, K. T., & Chou, W. (2023). Analysis of citation trends to identify articles on delirium worth reading using DDPP model with temporal heatmaps (THM): A bibliometric analysis. In Medicine (United States) (Vol. 102, Issue 8). Lippincott Williams and Wilkins. https://doi.org/10.1097/MD.0000000000032955 Huang, C., Yang, C., Wang, S., Wu, W., Su, J., & Liang, C. (2020). Evolution of topics in education research: a systematic review using bibliometric analysis. Educational Review, 72(3), 281–297. https://doi.org/10.1080/00131911.2019.156621 2 Ismail, H. (2021). A bibliometric analysis of reading strategy (databases scopus and google scholar 2016-2021). Jabbar, A., & Warraich, N. F. (2023). Gender differences in leisure reading habits: a systematic review of literature. Global Knowledge, Memory and Communication, 72(6–7), 572–592. https://doi.org/10.1108/GKMC-12-2020-0200 Jagtap, S. (2019). Key guidelines for designing integrated solutions to support development of marginalised societies. Journal of Cleaner Production, 219, 148–165. https://doi.org/10.1016/j.jclepro.2019.01.340 Jamshidifarsani, H., Garbaya, S., Lim, T., Blazevic, P., & Ritchie, J. M. (2019). Technology-based reading intervention programs for elementary grades: An analytical review. Computers and Education, 128, 427–451. https://doi.org/10.1016/j.compedu.2018.10.003 Ji, Z., Wang, L., Cai, M., Lu, L., & Wang, H. (2022). Bibliometric analysis study on cognitive function in developmental coordination disorder from 2010 to 2022. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1040208 Karipidis, I. I., Pleisch, G., Di Pietro, S. V., Fraga- González, G., & Brem, S. (2021). Developmental trajectories of letter and speech sound integration during reading acquisition. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.750491 Klarin, A. (2024). How to conduct a bibliometric content analysis: Guidelines and contributions of content co-occurrence or co-word literature reviews. International Journal of Consumer Studies, 48(2), 1–20. https://doi.org/10.1111/ijcs.13031 Kuchynka, S. L., Eaton, A., & Rivera, L. M. (2022). Understanding and addressing gender-based Inequities in STEM: Research synthesis and recommendations for U.S. K-12 Education. Social Issues and Policy Review, 16(1), 252– 288. https://doi.org/10.1111/sipr.12087 Lebel, C., Benischek, A., Geeraert, B., Holahan, J., Shaywitz, S., Bakhshi, K., & Shaywitz, B. (2019). Developmental trajectories of white matter structure in children with and without reading impairments. Developmental Cognitive ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 13, Issue 1, February 2025 https://journal.uniku.ac.id/index.php/ERJEE 131 Neuroscience, 36. https://doi.org/10.1016/j.dcn.2019.100633 Liman Kaban, A., & Karadeniz, S. (2021). Children’s reading comprehension and motivation on screen versus on paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849 Lindström, E. R., & Lemons, C. J. (2021). Teaching reading to students with intellectual and developmental disabilities: an observation study. Research in Developmental Disabilities, 115. https://doi.org/10.1016/j.ridd.2021.103990 Manu, M., Torppa, M., Vasalampi, K., Lerkkanen, M. K., Poikkeus, A. M., & Niemi, P. (2023). Reading development from kindergarten to age 18: The Role of Gender and Parental Education. Reading Research Quarterly, 58(4), 505–538. https://doi.org/10.1002/rrq.518 Mastrothanasis, K., Kladaki, M., & Andreou, A. (2023). A systematic review and meta-analysis of the Readers’ Theatre impact on the development of reading skills. International Journal of Educational Research Open, 4. https://doi.org/10.1016/j.ijedro.2023.100243 Medina, G. B. K., & Guimarães, S. R. K. (2019). Reading of students with developmental dyslexia: Impacts of an intervention with phonic method associated with the executive functions stimuli. Revista Brasileira de Educacao Especial, 25(1), 153–171. https://doi.org/10.1590/s1413- 65382519000100010 Midilli Sarı, R., & Eyüboğlu, H. (2023). Reading the older people researches in architecture through bibliometric analysis (1975-2022). Periodica Polytechnica Architecture, 54(3), 215–228. https://doi.org/10.3311/ppar.22097 Miyamoto, A., Murayama, K., & Lechner, C. M. (2020). The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency. Contemporary Educational Psychology, 63. https://doi.org/10.1016/j.cedpsych.2020.101921 Paola, A., Aucapiña, R., Roxana, M., Jiménez, M., Belsi, J., & Bustamante, P. (2023). This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International Public License-CC BY-NC-SA 4.0 https://creativecommons.org/licenses/by-nc- sa/4.0/legalcode.es The development of reading skills for story writing El desa. 8. http://sinergiaseducativas.mx/index.php/revista/ Qin, X., Luo, Y., Tang, N., & Li, G. (2020). Making data visualization more efficient and effective: a survey. VLDB Journal, 29(1), 93–117. https://doi.org/10.1007/s00778-019-00588-3 Ruslan, R., Samanhudi, U., & Pratiwi, W. R. (2024). Examining the application of critical thinking skills in analytical exposition text comprehension among EFL students. Klasikal : Journal of Education, Language Teaching and Science, 6(2), 256–264. https://doi.org/10.52208/klasikal.v6i2.1140 Sabatini, J., Graesser, A. C., Hollander, J., & O’Reilly, T. (2023). A framework of literacy development and how AI can transform theory and practice. British Journal of Educational Technology, 54(5), 1174–1203. https://doi.org/10.1111/bjet.13342 Schoenbach, R., Greenleaf, C., & Murphy, L. (2011). Reading for understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms (2nd Edition). 2012, 1– 4.https://books.google.com/books?hl=en%5C&l r=%5C&id=mau3EAAAQBAJ%5C&oi=fnd%5 C&pg=PR9%5C&dq=influence+of+youth+proj ects+on+climate+change+awareness+raising+h abit+making%5C&ots=ai6E3PcqaA%5C&sig= YuHAWYWi2LFCzQ7-cNuK4TAGGMY Sewasew, D., & Koester, L. S. (2019). The developmental dynamics of students’ reading self-concept and reading competence: Examining reciprocal relations and ethnic- background patterns. Learning and Individual Differences, 73, 102–111. https://doi.org/10.1016/j.lindif.2019.05.010 Skute, I., Zalewska-Kurek, K., Hatak, I., & de Weerd- Nederhof, P. (2019). Mapping the field: a bibliometric analysis of the literature on university–industry collaborations. Journal of Technology Transfer, 44(3), 916–947. https://doi.org/10.1007/s10961-017-9637-1 Stevens, E. A., Park, S., & Vaughn, S. (2019). A review of summarizing and main idea interventions for struggling readers in grades 3 through 12: 1978– 2016. Remedial and Special Education, 40(3), 131–149. https://doi.org/10.1177/0741932517749940 Tusmagambet, B. (2020). Effects of audiobooks on EFL learners’ reading development: Focus on fluency and motivation. English Teaching(South Korea), 75(2), 41–67. https://doi.org/10.15858/engtea.75.2.202006.41 Uri, D., & Coiro, J. (2020). College of education faculty publications toward a multifaceted heuristic of digital reading to inform assessment , research , practice , and policy toward a multifaceted heuristic of digital reading to inform assessment ,. College of Education Faculty Publications, 1– 71. https://digitalcommons.uri.edu/education_facpu bs/21 Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2020). The critical role of word reading as a predictor of response to intervention. Journal of Learning Disabilities, 53(6), 415–427. https://doi.org/10.1177/0022219419891412 https://doi.org/10.1016/j.cedpsych.2020.101921 Husnul Khotimah, Hijril Ismail, Rima Rahmaniah, Humaira, & Asbah Global trends and future prospect of developmental reading: Bibliometric analysis 132 Wang, P., & Tian, D. (2021). Bibliometric analysis of global scientific research on COVID-19. Journal of Biosafety and Biosecurity, 3(1), 4–9. https://doi.org/10.1016/j.jobb.2020.12.002 Wang, T., Xu, H., Li, C., Zhang, F., & Wang, J. (2024). Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1326494 Wong, Y. K. (2021). Developmental relations between listening and reading comprehension in young chinese language learners: A longitudinal study. Journal of Psycholinguistic Research, 50(2), 261–273. https://doi.org/10.1007/s10936-018- 9619-y 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 Zamiri, M., & Esmaeili, A. (2024). Administrative sciences methods and technologies for supporting knowledge sharing within learning communities : a systematic literature review.