Multiculturally Responsive Teaching in Reading Instruction: A Bibliometric Mapping of Research Trends and Themes

This study analyzes the development of scientific publications on the Multiculturally Responsive Teaching (MRT) model in reading instruction using a bibliometric approach. Scopus-indexed documents were examined through descriptive analysis and science mapping. Data collected on December 13, 2025, yielded 210 documents, of which 131 articles were selected based on subject area and document type. The findings show steady growth in MRT research since 2009, with a peak in publications in 2020–2021. The United States dominates publication output at both national and institutional levels, while international collaboration remains limited. Research is mainly published in education, literacy, and teacher education journals. Citation and keyword analyses reveal four dominant themes: multicultural student contexts, teacher education and development, literacy and reading comprehension, and social justice–oriented school improvement. Overall, MRT has emerged as a relevant integrative approach to addressing diversity and educational equity, while indicating the need for further empirical and cross-contextual research.