In this study, the aim was to determine the main themes of the studies on interactive reading in terms of bibliometric parameters. The sample of the study was determined by typing the collocations “interactive reading,” “dialogical reading,” and “dialogic reading” in the title, abstract, and keywords in the Web of Science (WoS) database. A total of 418 studies published between 1984 and 2022 were found in this study, which aimed to identify the main themes of the studies that developed over time. The data obtained from the publications as a result of the search—under the titles of distribution of publications by years, the number of citations, researchers with the most publications, journals with the most publications and citations, institutions with the most publications and citations, countries with the most publications and citations, and keywords most used in publications—were mapped with VOSviewer program using the bibliometric analysis method and visualized with tables and graphs and explained in the findings section. As a result of the study, it was revealed that the number of publications in the field of interactive reading has increased in recent years, the number of publications and citations in the USA is considerably higher than that in other countries, and the names that stand out with the number of publications in the field are not included in the list of the most cited publications; the keywords used in the field of interactive reading are also defined with the expressions “dialogic reading,” “shared reading,” and “interactive reading,” and in connection with the target audience, it is diversified around a network where preschool, early literacy, language development, and children with learning difficulties are at the center. This study has provided a cross section of leading articles, researchers, journals, institutions, countries, and keywords for researchers who want to work in the field of interactive reading.
Cite this artcle as: Günaydın, Y. (2023). Bibliometric analysis of research on interactve reading. HAYEF: Journal of Educaton, 20(3), 212-220.