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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:

Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading
Tessa Weadman, Tanya Serry, Pamela Snow
Early Childhood Education Journal (2022) Vol. 51, Iss. 8, pp. 1335-1348
Open Access | Times Cited: 15

Showing 15 citing articles:

Skupno branje in spodbujanje gradnikov bralne pismenosti v predšolskem obdobju
Barbara Bednjički Rošer
(2025), pp. 359-386
Open Access
Preučevanje otroške in mladinske književnosti

(2025)
Closed Access
Implementation of and Barriers to Collaborative Practices in the Public School Setting: A Survey of New York State Speech-Language Providers
Cassandra Natali, Dawna Duff
Journal of Education (2025)
Closed Access
Effect of a whole-group intervention on children’s participation in interactive book reading
Paméla McMahon‐Morin, Bouchra Nasri, Ingrid Verduyckt, et al.
The Journal of Educational Research (2024), pp. 1-15
Closed Access | Times Cited: 2
Improving financial literacy through interactive read-aloud with children’s picture books
Fatih Çetin Çetinkaya, Kasım Yıldırım, Halil İbrahim Öksüz, et al.
The Journal of Educational Research (2023) Vol. 116, Iss. 1, pp. 48-59
Closed Access | Times Cited: 4
Strategi Pengembangan Literasi Baca Tulis (Praliterasi) untuk Menunjang Pengetahuan Anak
Melindha Putri Nur Wahyuni, Darsinah Darsinah
Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini (2023) Vol. 7, Iss. 3, pp. 3604-3617
Open Access | Times Cited: 4
A Shared Adapted Storybook Reading Collaborative with SLPs and Preschool Teachers
Tina Caswell, Jonelle A. Dickson-Prokopchak, Cassandra Natali
Early Childhood Education Journal (2024)
Closed Access | Times Cited: 1
Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study
Paméla McMahon‐Morin, Marie-Pier Gingras, Marie‐Christine Hallé, et al.
Teaching and Teacher Education (2024) Vol. 153, pp. 104806-104806
Closed Access | Times Cited: 1
Early childhood education language environments: considerations for research and practice
Jennifer Finders, Ella Wilson, Robert J. Duncan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability
Andi Asrifan, Iwan Setiawan, Maria Teodora Ping, et al.
Script Journal Journal of Linguistic and English Teaching (2022) Vol. 7, Iss. 2, pp. 380-397
Open Access | Times Cited: 5
The Role of Narrative Ability on Emergent Literacy Skills and Early Word Reading of Early Childhood Students
Nur Aini Puspitasari, Vismaia S. Damaianti, Syihabuddin Syihabuddin, et al.
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 8, pp. 253-271
Open Access | Times Cited: 2
Teachers’ and kindergartners’ perceptions of children’s participation in interactive book reading
Paméla McMahon‐Morin, Marie-Pier Gingras, Marie‐Christine Hallé, et al.
The Journal of Educational Research (2024), pp. 1-13
Closed Access
Okul Öncesi Dönemde İşitme Yetersizliği Olan Çocuklarla Yapılan Erken Okuryazarlık Uygulamalarının İncelenmesi
Özlem Aslan Bağcı, İsmail Erkin Köse, Aleyna Aksoy, et al.
Erzincan Üniversitesi Eğitim Fakültesi Dergisi (2024) Vol. 26, Iss. 4
Open Access
Enhancement Literacy through Read Aloud Relay
Nabilla Namira Permata Putri, Ali Mustadi
International Journal of Elementary Education (2024) Vol. 8, Iss. 4, pp. 633-639
Open Access
Planning and interaction: Teachers’ views on pre-primary read-alouds
Sofie Tjäru, Mia Heikkilä
Journal of Early Childhood Education Research (2023) Vol. 12, Iss. 3, pp. 214-236
Open Access | Times Cited: 1
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