Abstract
This bibliometric research aims to analyse the development of research on reading and speed-reading learning in elementary schools. Data were collected from the Scopus database using the keywords “reading learning,” “speed reading,” and “elementary school.” The analysis focused on publication trends by year, author affiliation, journal, productivity, and research subjects. Results indicate that publications on reading and speed-reading learning have fluctuated in growth from 2013 to 2023, with Codas and Ocnos being the journals with the most publications. Pennsylvania State University, the University of Virginia, and Universitas Pendidikan Indonesia are the top contributors to research on reading learning, while Universidad de Oviedo and Universidad Católica de la Santísima Concepción are the main contributors to speed-reading research. Capellini is the most prolific researcher in reading learning, and Akyol has contributed significantly to both reading and speed-reading research in elementary schools. Most researchers focusing on reading learning in elementary schools are from the United States, while research on speed reading is led by scholars from Spain, Turkey, and the United States. Network visualization shows that research on reading learning in elementary schools forms nine clusters, with Cluster 1 being the largest, covering 38 topics. Meanwhile, speed-reading research in elementary schools forms a single cluster with 11 topics.