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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Handbook of Individual Differences in Reading

Routledge eBooks (2015)
Closed Access | Times Cited: 73

Showing 26-50 of 73 citing articles:

An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years
Clarence Ng, Peter Renshaw
Learning Culture and Social Interaction (2019) Vol. 22, pp. 100310-100310
Closed Access | Times Cited: 17
Generación de inferencias explicativas en la comprensión de textos expositivos: el rol de la memoria de trabajo y el conocimiento previo específico
Juan Pablo Barreyro, Irene Injoque‐Ricle, Andrea Álvarez-Drexler, et al.
Suma Psicológica (2016) Vol. 24, Iss. 1, pp. 17-24
Open Access | Times Cited: 15
Assessing Expressive Oral Reading Fluency
Timothy G. Morrison, Bradford P. Wilcox
Education Sciences (2020) Vol. 10, Iss. 3, pp. 59-59
Open Access | Times Cited: 15
What explains children’s digital word reading performance in L2?
Jana Chi‐San Ho, Catherine McBride, Kelvin Fai Hong Lui
Reading and Writing (2023) Vol. 37, Iss. 7, pp. 1827-1848
Open Access | Times Cited: 5
Adolescents' perspectives on the barriers to reading for pleasure
Charlotte Webber, Katherine Wilkinson, Lynne G. Duncan, et al.
Literacy (2023) Vol. 58, Iss. 2, pp. 204-215
Open Access | Times Cited: 5
Using student voice to promote reading engagement for economically disadvantaged students
Clarence Ng
Journal of Research in Reading (2018) Vol. 41, Iss. 4, pp. 700-715
Closed Access | Times Cited: 16
Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds
Clarence Ng, Steve Graham
Journal of Research in Reading (2018) Vol. 41, Iss. 4, pp. 615-624
Closed Access | Times Cited: 15
Characteristics of Deep and Skim Reading on Smartphones vs. Desktop: A Comparative Study
Xiuge Chen, Namrata Srivastava, Rajiv Jain, et al.
(2023), pp. 1-14
Closed Access | Times Cited: 4
Matthew effects in reading and mathematics: Examining developmental patterns in population data
Sally A. Larsen, Callie W. Little
Contemporary Educational Psychology (2023) Vol. 74, pp. 102201-102201
Open Access | Times Cited: 4
Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text
Hannah Harvey, Robin Walker
Quarterly Journal of Experimental Psychology (2017) Vol. 71, Iss. 9, pp. 1887-1897
Closed Access | Times Cited: 9
Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain
Christian Brandmo, Ivar Bråten
Nordic Journal of Literacy Research (2021) Vol. 7, Iss. 1
Open Access | Times Cited: 8
PENSAMIENTO METACOGNITIVO, CRÍTICO Y CREATIVO EN CONTEXTOS EDUCATIVOS: CONCEPTUALIZACIÓN Y SUGERENCIAS DIDÁCTICAS
Laura Espinoza Pastén
Psicologia Escolar e Educacional (2021) Vol. 25
Open Access | Times Cited: 8
Why Are Learning and Teaching Mathematics So Difficult?
Alan H. Schoenfeld
Springer eBooks (2022), pp. 763-797
Closed Access | Times Cited: 5
Using Reader Profiles as Snapshots to Investigate Students' Reading Performance
Daniel L. Dinsmore, Emily B. Fox, Meghan M. Parkinson, et al.
The Journal of Experimental Education (2018) Vol. 87, Iss. 3, pp. 470-495
Closed Access | Times Cited: 6
Development and initial validation of the Sources of Reading Self‐Efficacy Scale for College and University Students (SOURSES‐C)
Yalian Pei, Katy H. O’Brien
Journal of Research in Reading (2023) Vol. 46, Iss. 3, pp. 225-246
Open Access | Times Cited: 2
Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
John Hollander, John Sabatini, Art Graesser, et al.
Discourse Processes (2023) Vol. 60, Iss. 4-5, pp. 397-409
Closed Access | Times Cited: 2
Teaching Reading: Foundations and Practices
William Grabe, Fredricka L. Stoller
The Encyclopedia of Applied Linguistics (2020), pp. 1-9
Closed Access | Times Cited: 5
Agency and intermediate phase writing in a farm school
Margaret A. Hill
Reading & Writing (2015) Vol. 6, Iss. 1
Open Access | Times Cited: 4
Die Bibliothek als Lesezentrum
André Schüller-Zwierlein
DOAJ (DOAJ: Directory of Open Access Journals) (2017)
Open Access | Times Cited: 4
The effect of language of instruction and contextual factors on higher-order reading comprehension performance
Nelladee Lorraine McLeod Palane
(2017)
Closed Access | Times Cited: 3
Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis
Leyla Hamis Liana, Salehe I. Mrutu, Leonard J. Mselle
Journal of Enabling Technologies (2024) Vol. 18, Iss. 1, pp. 28-49
Closed Access
Relations between linguistic diversity, classroom social climate, and reading comprehension in Norwegian elementary classrooms
Jacqueline Michelle Peterson, Njål Foldnes, Maria Therese Jensen
Scandinavian Journal of Educational Research (2024), pp. 1-16
Open Access
The use of decodable texts in the teaching of reading in children without reading disabilities: a meta‐analysis
Dennis Murphy Odo
Literacy (2024) Vol. 58, Iss. 3, pp. 267-277
Open Access
Impact of Affective and Cognitive Variables on University Student Reading Comprehension
Mabel Urrutia, Sandra Mariángel, Esteban J. Pino, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 554-554
Open Access
10. Ungdomstrinnselevers synspunkter på leseundervisning i norskfaget
May Line Rotvik Tverbakk
Fagbokforlaget eBooks (2024)
Open Access

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