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:
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
Julie Coiro
Reading Research Quarterly (2020) Vol. 56, Iss. 1, pp. 9-31
Open Access | Times Cited: 154
Julie Coiro
Reading Research Quarterly (2020) Vol. 56, Iss. 1, pp. 9-31
Open Access | Times Cited: 154
Showing 1-25 of 154 citing articles:
Digital Citizenship During a Global Pandemic: Moving Beyond Digital Literacy
Beth A. Buchholz, Jason D. DeHart, Gary B. Moorman
Journal of Adolescent & Adult Literacy (2020) Vol. 64, Iss. 1, pp. 11-17
Open Access | Times Cited: 177
Beth A. Buchholz, Jason D. DeHart, Gary B. Moorman
Journal of Adolescent & Adult Literacy (2020) Vol. 64, Iss. 1, pp. 11-17
Open Access | Times Cited: 177
Literacy for Digital Futures
Kathy A. Mills, Len Unsworth, Laura Scholes
(2022)
Open Access | Times Cited: 46
Kathy A. Mills, Len Unsworth, Laura Scholes
(2022)
Open Access | Times Cited: 46
Text Materialities, Affordances, and the Embodied Turn in the Study of Reading
Terje Hillesund, Theresa Schilhab, Anne Mangen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 41
Terje Hillesund, Theresa Schilhab, Anne Mangen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 41
Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions
Annika M. Svedholm‐Häkkinen, Elena Forzani, Julie Coiro, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102640-102640
Open Access | Times Cited: 1
Annika M. Svedholm‐Häkkinen, Elena Forzani, Julie Coiro, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102640-102640
Open Access | Times Cited: 1
Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice
Renée Hobbs
Reading Research Quarterly (2020) Vol. 55, Iss. 3, pp. 521-533
Open Access | Times Cited: 63
Renée Hobbs
Reading Research Quarterly (2020) Vol. 55, Iss. 3, pp. 521-533
Open Access | Times Cited: 63
Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies
Xueliang Chen, Ya Xiao
Computers & Education (2024) Vol. 218, pp. 105090-105090
Closed Access | Times Cited: 7
Xueliang Chen, Ya Xiao
Computers & Education (2024) Vol. 218, pp. 105090-105090
Closed Access | Times Cited: 7
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness
Frank Hakemulder, Anne Mangen
Reading Research Quarterly (2024) Vol. 59, Iss. 1, pp. 57-78
Open Access | Times Cited: 6
Frank Hakemulder, Anne Mangen
Reading Research Quarterly (2024) Vol. 59, Iss. 1, pp. 57-78
Open Access | Times Cited: 6
Digital reading in a second or foreign language: A systematic literature review
Manon Reiber-Kuijpers, Marijke Kral, Paulien C. Meijer
Computers & Education (2020) Vol. 163, pp. 104115-104115
Open Access | Times Cited: 45
Manon Reiber-Kuijpers, Marijke Kral, Paulien C. Meijer
Computers & Education (2020) Vol. 163, pp. 104115-104115
Open Access | Times Cited: 45
Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension
Lidia Altamura, Cristina Vargas, Ladislao Salmerón
Review of Educational Research (2023) Vol. 95, Iss. 1, pp. 53-88
Open Access | Times Cited: 14
Lidia Altamura, Cristina Vargas, Ladislao Salmerón
Review of Educational Research (2023) Vol. 95, Iss. 1, pp. 53-88
Open Access | Times Cited: 14
Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review
J. Enrique Hinostroza, Stephanie Armstrong-Gallegos, Mariana Villafaena
Social Sciences & Humanities Open (2024) Vol. 9, pp. 100874-100874
Open Access | Times Cited: 5
J. Enrique Hinostroza, Stephanie Armstrong-Gallegos, Mariana Villafaena
Social Sciences & Humanities Open (2024) Vol. 9, pp. 100874-100874
Open Access | Times Cited: 5
Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment
Elena Forzani, Julie A. Corrigan, David Slomp, et al.
Educational Psychologist (2024), pp. 1-24
Closed Access | Times Cited: 5
Elena Forzani, Julie A. Corrigan, David Slomp, et al.
Educational Psychologist (2024), pp. 1-24
Closed Access | Times Cited: 5
Rethinking the Role of Knowledge in the Literacy Classroom
Courtney Hattan, Sarah M. Lupo
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 37
Courtney Hattan, Sarah M. Lupo
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 37
Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya
Shea N. Kerkhoff, Timothy Makubuya
Reading Research Quarterly (2021) Vol. 57, Iss. 1, pp. 287-305
Open Access | Times Cited: 30
Shea N. Kerkhoff, Timothy Makubuya
Reading Research Quarterly (2021) Vol. 57, Iss. 1, pp. 287-305
Open Access | Times Cited: 30
Do research articles with more readable abstracts receive higher online attention? Evidence from Science
Tan Jin, Huiqiong Duan, Xiaofei Lu, et al.
Scientometrics (2021) Vol. 126, Iss. 10, pp. 8471-8490
Closed Access | Times Cited: 30
Tan Jin, Huiqiong Duan, Xiaofei Lu, et al.
Scientometrics (2021) Vol. 126, Iss. 10, pp. 8471-8490
Closed Access | Times Cited: 30
Tablets for all? Testing the screen inferiority effect with upper primary school students
Ladislao Salmerón, Pablo Delgado, Cristina Vargas, et al.
Learning and Individual Differences (2021) Vol. 86, pp. 101975-101975
Open Access | Times Cited: 28
Ladislao Salmerón, Pablo Delgado, Cristina Vargas, et al.
Learning and Individual Differences (2021) Vol. 86, pp. 101975-101975
Open Access | Times Cited: 28
Textual reading in digitised classrooms: Reflections on reading beyond the internet
Adriaan van der Weel, Anne Mangen
International Journal of Educational Research (2022) Vol. 115, pp. 102036-102036
Open Access | Times Cited: 21
Adriaan van der Weel, Anne Mangen
International Journal of Educational Research (2022) Vol. 115, pp. 102036-102036
Open Access | Times Cited: 21
What does more and less effective internet evaluation entail?: Investigating readers’ credibility judgments across content, source, and context
Elena Forzani, Julie A. Corrigan, Carita Kiili
Computers in Human Behavior (2022) Vol. 135, pp. 107359-107359
Closed Access | Times Cited: 20
Elena Forzani, Julie A. Corrigan, Carita Kiili
Computers in Human Behavior (2022) Vol. 135, pp. 107359-107359
Closed Access | Times Cited: 20
Self-perception evolution among university student TikTok users: evidence from China
Jinsheng Zhu, Yan Ma, Guoen Xia, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Jinsheng Zhu, Yan Ma, Guoen Xia, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Theories of Digital Reading
Marian Bruggink, Nicole Swart, Annelies van der Lee, et al.
(2025), pp. 1-18
Open Access
Marian Bruggink, Nicole Swart, Annelies van der Lee, et al.
(2025), pp. 1-18
Open Access
Reading from Paper, Computers, and Tablets in the First Grade: The Role of Comprehension Monitoring
Elena Florit, Pietro De Carli, Antonio Rodà, et al.
Computers and Education Open (2025), pp. 100243-100243
Open Access
Elena Florit, Pietro De Carli, Antonio Rodà, et al.
Computers and Education Open (2025), pp. 100243-100243
Open Access
Multimodale Texte lesen. Theoretische und methodische Bausteine aus der Multimodalitätsforschung
Janina Wildfeuer
Abhandlungen zur Medien- und Kulturwissenschaft (2025), pp. 27-46
Closed Access
Janina Wildfeuer
Abhandlungen zur Medien- und Kulturwissenschaft (2025), pp. 27-46
Closed Access
Cutting Through “The Fog of Scrolling”: Understanding Students' Entangled Digital Reading Through Metacognitive Reflections on Self‐Made Video‐Recordings
Brady Nash
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Closed Access
Brady Nash
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Closed Access
Getting there is half the journey: An exploration of high schoolers' individual differences and navigation strategies during internet-based digital reading
K. Norberg, Hyeju Han, Byeong‐Young Cho, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102676-102676
Closed Access
K. Norberg, Hyeju Han, Byeong‐Young Cho, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102676-102676
Closed Access
Reading Comprehension in an Online World: Challenges, Opportunities, and Implications for Education
Marianne L. van Moort, Amy de Bruïne, Paul van den Broek
The Reading Teacher (2025)
Open Access
Marianne L. van Moort, Amy de Bruïne, Paul van den Broek
The Reading Teacher (2025)
Open Access
Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach
Jiangping Chen, Chin‐Hsi Lin, Gaowei Chen
Computers & Education (2023) Vol. 205, pp. 104883-104883
Closed Access | Times Cited: 9
Jiangping Chen, Chin‐Hsi Lin, Gaowei Chen
Computers & Education (2023) Vol. 205, pp. 104883-104883
Closed Access | Times Cited: 9
