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:
Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
Sarit Barzilai, Asnat R. Zohar, Shiri Mor-Hagani
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 973-999
Closed Access | Times Cited: 141
Sarit Barzilai, Asnat R. Zohar, Shiri Mor-Hagani
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 973-999
Closed Access | Times Cited: 141
Showing 1-25 of 141 citing articles:
PISA 2018 Results (Volume I)
Programme for international student assessment/Internationale Schulleistungsstudie (2019)
Open Access | Times Cited: 1214
Programme for international student assessment/Internationale Schulleistungsstudie (2019)
Open Access | Times Cited: 1214
21st-Century Readers
Programme for international student assessment/Internationale Schulleistungsstudie (2021)
Open Access | Times Cited: 190
Programme for international student assessment/Internationale Schulleistungsstudie (2021)
Open Access | Times Cited: 190
Exploring the Educational Value of Indo-Harry Potter to Design Foreign Language Learning Methods and Techniques
Mega Febriani Sya, Novi Anoegrajekti, Ratna Dewanti, et al.
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 10, pp. 341-361
Open Access | Times Cited: 40
Mega Febriani Sya, Novi Anoegrajekti, Ratna Dewanti, et al.
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 10, pp. 341-361
Open Access | Times Cited: 40
Improving university argumentative writing through an online training
María Luna, Ruth Villalón, Mar Mateos, et al.
Journal of Writing Research (2020) Vol. 12, Iss. vol. 12 issue 1, pp. 233-262
Open Access | Times Cited: 56
María Luna, Ruth Villalón, Mar Mateos, et al.
Journal of Writing Research (2020) Vol. 12, Iss. vol. 12 issue 1, pp. 233-262
Open Access | Times Cited: 56
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance
Huy Q. Chung, Vicky Chen, Carol Booth Olson
Reading and Writing (2021) Vol. 34, Iss. 7, pp. 1885-1913
Open Access | Times Cited: 55
Huy Q. Chung, Vicky Chen, Carol Booth Olson
Reading and Writing (2021) Vol. 34, Iss. 7, pp. 1885-1913
Open Access | Times Cited: 55
Discourse synthesis: Textual transformations in writing from sources
Nancy Nelson Spivey, James R. King
Reading and Writing (2022) Vol. 36, Iss. 4, pp. 769-808
Closed Access | Times Cited: 33
Nancy Nelson Spivey, James R. King
Reading and Writing (2022) Vol. 36, Iss. 4, pp. 769-808
Closed Access | Times Cited: 33
Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context
Natalia Latini, Ivar Bråten, Øistein Anmarkrud, et al.
Contemporary Educational Psychology (2019) Vol. 59, pp. 101797-101797
Open Access | Times Cited: 54
Natalia Latini, Ivar Bråten, Øistein Anmarkrud, et al.
Contemporary Educational Psychology (2019) Vol. 59, pp. 101797-101797
Open Access | Times Cited: 54
Effects of intertextual processing on L2 integrated writing
Choo Mui Cheong, Xinhua Zhu, Guan Ying Li, et al.
Journal of Second Language Writing (2019) Vol. 44, pp. 63-75
Closed Access | Times Cited: 46
Choo Mui Cheong, Xinhua Zhu, Guan Ying Li, et al.
Journal of Second Language Writing (2019) Vol. 44, pp. 63-75
Closed Access | Times Cited: 46
Fostering information problem solving skills through online task-centred instruction in higher education
Esther Argelagós, Consuelo García, Jesús Privado, et al.
Computers & Education (2022) Vol. 180, pp. 104433-104433
Open Access | Times Cited: 25
Esther Argelagós, Consuelo García, Jesús Privado, et al.
Computers & Education (2022) Vol. 180, pp. 104433-104433
Open Access | Times Cited: 25
Clustering sequential navigation patterns inmultiple‐source reading tasks with dynamic time warping method
Qiwei He, Francesca Borgonovi, Javier Suárez‐Álvarez
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 3, pp. 719-736
Open Access | Times Cited: 25
Qiwei He, Francesca Borgonovi, Javier Suárez‐Álvarez
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 3, pp. 719-736
Open Access | Times Cited: 25
Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference?
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102271-102271
Open Access | Times Cited: 5
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102271-102271
Open Access | Times Cited: 5
Interdisciplinary learning in the humanities: Knowledge building and identity work
Nurit Novis‐Deutsch, Etan Cohen, Hanan A. Alexander, et al.
Journal of the Learning Sciences (2024) Vol. 33, Iss. 2, pp. 284-322
Open Access | Times Cited: 5
Nurit Novis‐Deutsch, Etan Cohen, Hanan A. Alexander, et al.
Journal of the Learning Sciences (2024) Vol. 33, Iss. 2, pp. 284-322
Open Access | Times Cited: 5
Measuring Multiple Text Integration: A Review
Liron Primor, Tami Katzir
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 41
Liron Primor, Tami Katzir
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 41
Advanced theory of mind uniquely contributes to children’s multiple-text comprehension
Elena Florit, Pietro De Carli, Giuditta Giunti, et al.
Journal of Experimental Child Psychology (2019) Vol. 189, pp. 104708-104708
Closed Access | Times Cited: 37
Elena Florit, Pietro De Carli, Giuditta Giunti, et al.
Journal of Experimental Child Psychology (2019) Vol. 189, pp. 104708-104708
Closed Access | Times Cited: 37
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
Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds
Sarit Barzilai, Shiri Mor-Hagani, Asnat R. Zohar, et al.
Computers & Education (2020) Vol. 157, pp. 103980-103980
Closed Access | Times Cited: 34
Sarit Barzilai, Shiri Mor-Hagani, Asnat R. Zohar, et al.
Computers & Education (2020) Vol. 157, pp. 103980-103980
Closed Access | Times Cited: 34
Content and quantity of highlights and annotations predict learning from multiple digital texts
Alexandra List, Chang-Jen Lin
Computers & Education (2023) Vol. 199, pp. 104791-104791
Closed Access | Times Cited: 12
Alexandra List, Chang-Jen Lin
Computers & Education (2023) Vol. 199, pp. 104791-104791
Closed Access | Times Cited: 12
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach
Adi Kidron, Yael Kali
Instructional Science (2023) Vol. 52, Iss. 1, pp. 139-169
Closed Access | Times Cited: 12
Adi Kidron, Yael Kali
Instructional Science (2023) Vol. 52, Iss. 1, pp. 139-169
Closed Access | Times Cited: 12
Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts
Burcu Demir, Ymkje E. Haverkamp, Jason L. G. Braasch, et al.
Learning and Individual Differences (2024) Vol. 111, pp. 102442-102442
Closed Access | Times Cited: 4
Burcu Demir, Ymkje E. Haverkamp, Jason L. G. Braasch, et al.
Learning and Individual Differences (2024) Vol. 111, pp. 102442-102442
Closed Access | Times Cited: 4
Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context
Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, et al.
Journal of Research in Reading (2025)
Open Access
Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, et al.
Journal of Research in Reading (2025)
Open Access
Evaluando información contradictoria
Rocío Pérez Garcia-Madrid, Núria Castells, Marta Minguela
Revista de Investigación Educativa (2025), Iss. 43
Open Access
Rocío Pérez Garcia-Madrid, Núria Castells, Marta Minguela
Revista de Investigación Educativa (2025), Iss. 43
Open Access
A Dialogic Approach to Enhancing Argumentative Writing From Multiple Texts
Yuchen Shi, Kalypso Iordanou
ECNU Review of Education (2025)
Open Access
Yuchen Shi, Kalypso Iordanou
ECNU Review of Education (2025)
Open Access
Evaluation of Information Provided by ChatGPT Versions on Traumatic Dental Injuries for Dental Students and Professionals
Zeynep Öztürk, Cenkhan Bal, Beyza Nur Çelikkaya
Dental Traumatology (2025)
Open Access
Zeynep Öztürk, Cenkhan Bal, Beyza Nur Çelikkaya
Dental Traumatology (2025)
Open 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
Investigating elementary school students’ text-based argumentation with multiple online information resources
Carita Kiili, Ivar Bråten, Nina Kullberg, et al.
Computers & Education (2019) Vol. 147, pp. 103785-103785
Open Access | Times Cited: 35
Carita Kiili, Ivar Bråten, Nina Kullberg, et al.
Computers & Education (2019) Vol. 147, pp. 103785-103785
Open Access | Times Cited: 35
