Abstract
Background: Citation analysis is a type of quantitative and bibliometric analytic method designed to rank papers based on their citation counts. Over the last few decades, the research on dyslexia has made some progress which helps us to assess this disease, but a citation analysis on dyslexia that reflects these advances is lacking.Methods: A retrospective bibliometric analysis was performed using the Web of Science Core Collection database. The 100 top-cited studies on dyslexia were retrieved after reviewing abstracts or full-texts to May 20th, 2021. Data from the 100 top-cited studies were subsequently extracted and analyzed.Results: The 100 top-cited studies on dyslexia were cited between 245 to 1,456 times, with a median citation count of 345. These studies were published in 50 different journals, with the “Proceedings of the National Academy of Sciences of the United States of America” having published the most (n = 10). The studies were published between 1973 and 2012 and the most prolific year in terms of number of publications was 2000. Eleven countries contributed to the 100 top-cited studies, and nearly 75% articles were either from the USA (n = 53) or United Kingdom (n = 21). Eighteen researchers published at least two different studies of the 100 top-cited list as the first author. Furthermore, 71 studies were published as an original research article, 28 studies were review articles, and one study was published as an editorial material. Finally, “Psychology” was the most frequent study category.Conclusions: This analysis provides a better understanding on dyslexia and may help doctors, researchers, and stakeholders to achieve a more comprehensive understanding of classic studies, new discoveries, and trends regarding this research field, thus promoting ideas for future investigation.
Highlights
Dyslexia is a common learning disorder that affects between 4 and 8% of children [1,2,3], and often persists into adulthood [4, 5]
The title of the top-cited study, which had the largest mean citation per year count (n = 91), was “Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory,” which was published by Ziegler et al in Psychological Bulletin in 2005 [21]
We identified the 100 top-cited studies on dyslexia based on mean citation per year, whose results were shown in Supplementary Table 1
Summary
Dyslexia is a common learning disorder that affects between 4 and 8% of children [1,2,3], and often persists into adulthood [4, 5]. This neurodevelopmental disorder is characterized by reading and spelling impairments that develop in a context of normal intelligence, educational opportunities, and perceptual abilities [4, 6]. Over the last few decades, the research on dyslexia has made some progress which helps us to assess this disease, but a citation analysis on dyslexia that reflects these advances is lacking
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