FORMATION OF LITERACY AND SOCIO-EMOTIONAL CONSTRUCTS THROUGH BIBLIOMETRIC ANALYSIS FOR THE DEVELOPMENT OF IPLiPeD
DOI:
https://doi.org/10.35631/IJEPC.1162023Keywords:
Bibliometric Analysis, Dyslexia, Early Literacy, Instrument Development, Remedial Education, Socio-Emotional CompetenceAbstract
This study examines global research trends in language literacy and socio-emotional development and identifies key constructions underpinning the formation of the Language Literacy Development Instrument for Remedial Pupils at Risk of Dyslexia (IPLiPeD) through a bibliometric analysis approach. A total of 405 peer-reviewed journal articles published between 2018 and 2021 were retrieved from Scopus and Google Scholar, curated using Mendeley Reference Manager, and analysed using VOSviewer (version 1.6.20). The findings indicate a steady increase in publication output, accompanied by a conceptual shift from a primary focus on foundational literacy skills toward the integration of socio-emotional and motivational dimensions in literacy education. Keyword co-occurrence mapping identified two dominant clusters, namely Early Literacy Skills and Socio-emotional Competence. High-frequency terms such as phonemic awareness, decoding, motivation, and self-regulation reflect the cognitive and affective domains of literacy learning. Cross-cluster analysis further revealed linking terms such as vocabulary and engagement, confirming the interdependence between linguistic proficiency and socio-emotional competence. Overall, these findings provide a bibliometrically grounded framework for construct formation, supporting the development of IPLiPeD as a comprehensive and context-sensitive literacy assessment instrument for remedial pupils at risk of dyslexia within inclusive education settings.
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