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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:

The Deficit Profiles of Chinese Children with Reading Difficulties: a Meta-analysis
Peng Peng, Cuicui Wang, Sha Tao, et al.
Educational Psychology Review (2016) Vol. 29, Iss. 3, pp. 513-564
Closed Access | Times Cited: 60

Showing 1-25 of 60 citing articles:

An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach
Ning Ding, Peng Peng, Jiuqing Tang, et al.
Reading and Writing (2025)
Open Access | Times Cited: 2
The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?
Brayan Díaz, Miguél Nussbaum, Samuel Greiff, et al.
Computers & Education (2024) Vol. 213, pp. 105014-105014
Closed Access | Times Cited: 11
Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling
Peng Peng, Kejin Lee, Jie Luo, et al.
Review of Educational Research (2020) Vol. 91, Iss. 1, pp. 3-33
Closed Access | Times Cited: 63
The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei
Dora Jue Pan, Xiangzhi Meng, Jun Ren Lee, et al.
Annals of Dyslexia (2024) Vol. 74, Iss. 2, pp. 222-242
Closed Access | Times Cited: 5
Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading
Hsuan-Hui Wang, Li-Yu Hung
Annals of Dyslexia (2025)
Closed Access
Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model
David L. Share
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Open Access
The Association Between Metalinguistic Awareness and Chinese Word Reading: A Three‐Level Meta‐Analysis
Xuan Zang, Kit‐Ling Lau, Yu Ka Wong, et al.
Language Learning (2025)
Open Access
Dyslexia in Chinese
Catherine McBride, Ying Wang, Leo Man-Lit Cheang
Current Developmental Disorders Reports (2018) Vol. 5, Iss. 4, pp. 217-225
Closed Access | Times Cited: 33
Universal and Specific Predictors of Chinese Children With Dyslexia – Exploring the Cognitive Deficits and Subtypes
Shuang Song, Yuping Zhang, Hua Shu, et al.
Frontiers in Psychology (2020) Vol. 10
Open Access | Times Cited: 30
The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique
Thomas Lachmann, Kirstin Bergström
Journal of Cultural Cognitive Science (2023) Vol. 7, Iss. 2, pp. 71-93
Open Access | Times Cited: 10
Recent Advances in Chinese Developmental Dyslexia
Linjun Zhang, Zhichao Xia, Yang Zhao, et al.
Annual Review of Linguistics (2022) Vol. 9, Iss. 1, pp. 439-461
Open Access | Times Cited: 14
The visual basis of reading and reading difficulties
John Stein
Frontiers in Neuroscience (2022) Vol. 16
Open Access | Times Cited: 14
Anxiety and depression among Chinese children with and without reading disabilities
Li‐Chih Wang
Dyslexia (2021) Vol. 27, Iss. 3, pp. 355-372
Closed Access | Times Cited: 18
A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia
George K. Georgiou, Ana Paula Alves Vieira, Kyriakoula M. Rothou, et al.
Scientific Studies of Reading (2022) Vol. 27, Iss. 3, pp. 253-271
Closed Access | Times Cited: 13
The academic achievement gap between students with and without special educational needs and disabilities
Johny Daniel
European Journal of Special Needs Education (2024), pp. 1-18
Open Access | Times Cited: 2
How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?
Xiujie Yang, Peng Peng, Xiangzhi Meng
Infant and Child Development (2019) Vol. 28, Iss. 3
Closed Access | Times Cited: 22
Is phonological deficit a necessary or sufficient condition for Chinese reading disability?
Wai Ting Siok, Li Hai Tan
Brain and Language (2022) Vol. 226, pp. 105069-105069
Open Access | Times Cited: 12
The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria
Stefan Haberstroh, Gerd Schulte‐Körne
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia
Jie Wang, Shuting Huo, Ka Chun Wu, et al.
Scientific Reports (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 12
The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties
Wenxiu Zhang, Peng Peng, C Peng, et al.
Reading and Writing (2024)
Closed Access | Times Cited: 2
Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia
Ning Ding, Peng Peng, Sen Li, et al.
Reading and Writing (2024)
Open Access | Times Cited: 2
Contributions of Basic Cognitive Processing to Chinese Reading: The Mediation Effect of Basic Language Processing
Xiujie Yang, Peng Peng, Xiangzhi Meng
Frontiers in Psychology (2019) Vol. 9
Open Access | Times Cited: 19
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
Connie Qun Guan, Scott H. Fraundorf, Charles A. Perfetti
Annals of Dyslexia (2020) Vol. 70, Iss. 2, pp. 220-242
Closed Access | Times Cited: 18
The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis
Xin Li, Mingming Hu, Huadong Liang
Brain Sciences (2022) Vol. 12, Iss. 5, pp. 548-548
Open Access | Times Cited: 10
The deficit profile of executive function in Chinese children with different types of reading difficulties
Zhenfei Zou, Wei Zhao, Miao Li
Reading and Writing (2021) Vol. 35, Iss. 3, pp. 565-588
Closed Access | Times Cited: 13
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