Mapping global trends in early literacy development research for third-grade primary school students: a bibliometric analysis

Ninin  Kurike R; Cica  Yulia; Elih  Sudiapermana; Rama Wijaya Abdul  Rozak

doi:10.12928/fundadikdas.v8i3.14798

Authors

Ninin Kurike R Universitas Pendidikan Indonesia, Bandung, Jawa Barat
Cica Yulia Universitas Pendidikan Indonesia, Bandung, Jawa Barat
Elih Sudiapermana Universitas Pendidikan Indonesia, Bandung, Jawa Barat
Rama Wijaya Abdul Rozak Universitas Pendidikan Indonesia, Bandung, Jawa Barat

DOI:

https://doi.org/10.12928/fundadikdas.v8i3.14798

Keywords:

Bibliometric analysis, Early literacy, Reading and writing , Primary education

Abstract

This study aims to analyze the development and research trends of early reading and writing instruction for third-grade primary school students through a bibliometric approach. The research is grounded in the urgency to strengthen early literacy as the foundation of lifelong learning, as international assessments such as PIRLS 2021 show that Indonesian students’ reading comprehension remains below the global average. Using a quantitative descriptive design with bibliometric analysis, 141 relevant articles published between 2016 and 2025 were retrieved from the Scopus database. VOSviewer was used to visualize publication trends, author productivity, and keyword co-occurrence networks. The findings indicate a steady increase in research productivity since 2020, reflecting growing global attention to foundational literacy. Keyword mapping revealed four dominant thematic clusters: (1) basic literacy and reading–writing instruction; (2) instructional interventions and reading comprehension; (3) language development and phonological awareness; and (4) emerging empirical and evidence-based studies. These patterns signify a conceptual shift from descriptive studies toward more systematic, data-driven approaches. The scientific contribution of this study lies in providing the first comprehensive global mapping specifically focused on early reading and writing research for third-grade students, identifying thematic structures, revealing research gaps, and offering a replicable bibliometric framework for future literacy studies. Additionally, the findings provide evidence-based insights that can inform literacy policy development and strengthen instructional practices in Indonesia's primary education context.

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