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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.

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Showing 21 citing articles:

Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary
Bimali Indrarathne
Modern Language Journal (2025) Vol. 109, Iss. S1, pp. 111-113
Closed Access
The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students
Thom Nevill, Martin Forsey
Educational Research Review (2022) Vol. 38, pp. 100507-100507
Closed Access | Times Cited: 14
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context
Malba Barahona, Viviana David, Francisca Gallegos, et al.
System (2023) Vol. 114, pp. 103027-103027
Closed Access | Times Cited: 5
Dyslexia awareness among English language teachers in Türkiye
Arzu Ekoç Özçelik, Sibel Ergün Elverici
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 1
Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education
S’lungile K Thwalaa, Christian S. Ugwuanyi, Chinedu Ifedi Okeke, et al.
International Journal of Higher Education (2020) Vol. 9, Iss. 6, pp. 34-34
Open Access | Times Cited: 12
Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka
W.A.N.N. Peries, Bimali Indrarathne, Bernard Deepal Wanniarachchi Jayamanne, et al.
Dyslexia (2021) Vol. 27, Iss. 4, pp. 486-509
Open Access | Times Cited: 9
Comparative Analysis of TESOL Methods within the Context of English Language Education in Kuwaiti Universities
Fajer Alhajiri, Anwar Alshuraiaan
Journal of World Englishes and Educational Practices (2023) Vol. 5, Iss. 3, pp. 25-34
Open Access | Times Cited: 2
Designing Materials to Raise Pre-Service TESOL Teacher Awareness of Learning Difficulties and Inclusive Language Teaching
Bimali Indrarathne, G. A. C. A. Herath
Springer texts in education (2024), pp. 409-430
Closed Access
Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context
Malba Barahona, Stephen Darwin
Language Teaching Research (2021) Vol. 28, Iss. 6, pp. 2276-2299
Closed Access | Times Cited: 4
A Neurological Study of Language Disorder Performed by Handicapped People of Manggarai Society, Flores, Indonesia
Ignasius Semana
(2024)
Open Access
Out-of-class Language Learning (OCLL): A Case Study of a Visually-Impaired EFL Learner
Abd. Rahman, Syahrul Syahrul, Hasbi Siddik, et al.
World Journal of English Language (2024) Vol. 14, Iss. 5, pp. 283-283
Open Access
EFL Pre-service Teachers' Understanding about Dyslexia
Tamy Johanna Logro León, Katherin Vanessa Gallegos Cadena, Paulina Alexandra Arias Arroyo
Data & Metadata (2024) Vol. 3
Closed Access
Developmental dyslexia in private schools in South Africa: Educators’ perspectives
Salomé Geertsema, Mia le Roux, Azima Bhorat, et al.
South African Journal of Education (2022) Vol. 42, Iss. 4, pp. 1-12
Open Access | Times Cited: 2
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes
Joanna Nijakowska
Center for Educational Policy Studies Journal (2022) Vol. 12, Iss. 4, pp. 129-154
Open Access | Times Cited: 2
Accommodating Learners with Specific Learning Difficulties in Educational Settings: Problems and Solutions
Bimali Indrarathne
(2019)
Closed Access | Times Cited: 2
Enriching Teacher Motivation by Improving Teacher Education
Lorena Salud Gadella Kamstra
Advances in early childhood and K-12 education (2021), pp. 130-150
Closed Access | Times Cited: 2
CPD Provision for English Teachers in State Schools in Sri Lanka: Availability, Challenges and Effective Practices
Bimali Indrarathne, Lesley Dick
Springer texts in education (2023), pp. 343-364
Closed Access
Analyzing the Requirement for Module-Based Reading Intervention for Children with Reading Difficulties in Sri Lanka
Naina Mohamed Mohamed Safeek, Kway Eng Hock, Suppiah Nachiappan
International Journal of Academic Research in Progressive Education and Development (2023) Vol. 12, Iss. 4
Open Access
Walipilla: Mobile Based Screening and Refinement System to Identify the Risk of Reading Weaknesses Due to Dyslexia
E.M.Heshari De Saram, A.A.D.Nadun Maduranga, Gimhan P. Pathirage, et al.
(2023), pp. 1-6
Closed Access
Effectiveness of Morphological Instructions and Shared Book Reading on Chinese Literacy Development in Children with Dyslexia: A Single-subject Experiment
Kah Yi Chong
International Journal of Language Education and Applied Linguistics (2019), pp. 81-93
Open Access
Dyslexia and Its Role in the Teaching Reform in China
Stuart Perrin
Springer eBooks (2021), pp. 247-263
Closed Access
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