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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:

What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies
Zehra E. Ünal, Nathaniel R. Greene, Xin Lin, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 21

Showing 21 citing articles:

Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis
Terhi Vessonen, Maria Dahlberg, Heidi Hellstrand, et al.
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
Influence of Intersectional Routing Modules between Dimensions on Measurement Precision in Multidimensional Multistage Testing
Yi‐Ling Wu, Yao‐Hsuan Huang, Chia‐Wen Chen, et al.
Journal of Educational Measurement (2025)
Open Access
The relation between number line performance and mathematics outcomes: Two meta‐analyses
Zehra E. Ünal, Züleyha Terzi, Beyzanur Yalvaç, et al.
Developmental Science (2024) Vol. 27, Iss. 4
Closed Access | Times Cited: 2
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
Lynn S. Fuchs, Douglas Fuchs, Eunsoo Cho, et al.
Journal of Learning Disabilities (2024)
Closed Access | Times Cited: 2
Executive functions, oral vocabularies, and early literacy skills mediate sociodemographic gaps in mathematics and science achievement during elementary school
Paul L. Morgan, George Farkas, Yoonkyung Oh, et al.
Learning and Individual Differences (2024) Vol. 112, pp. 102447-102447
Closed Access | Times Cited: 2
Cognitive predictors of the overlap of reading and math in middle school
Paul T. Cirino, Cassidy Salentine, Abby Farrell, et al.
Learning and Individual Differences (2023) Vol. 109, pp. 102400-102400
Closed Access | Times Cited: 5
Bridging the Connection Between Fluency in Reading and Arithmetic
Reut Balhinez, Shelley Shaul
(2024)
Open Access | Times Cited: 1
Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement
Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access | Times Cited: 1
The cognitive foundations of different hierarchical levels of mathematical skills in primary school children: extending the mathematics pathways model
Jie Xu, Dan Cai
European Journal of Psychology of Education (2024)
Closed Access
Study on Impact of Students’ Comprehensive Competence on Their Language Learning
宇轩 邵
Statistics and Applications (2024) Vol. 13, Iss. 04, pp. 1468-1483
Closed Access
The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons
Yuyang Cai, Zhu Li-ping, Yan Yang
Psychology in the Schools (2024)
Closed Access
A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis
Maxim Likhanov, Fang Wang, Jianing Lyu, et al.
Intelligence (2024) Vol. 107, pp. 101875-101875
Closed Access
Interventions for comorbid learning disabilities
Daniel R. Espinas, Lynn S. Fuchs
Child Development Perspectives (2024)
Closed Access
Bridging the Connection between Fluency in Reading and Arithmetic
Reut Balhinez, Shelley Shaul
Behavioral Sciences (2024) Vol. 14, Iss. 9, pp. 835-835
Open Access
Decrypting the Codes: Investigating a Reading Intervention’s Impact on Math Problem Solving and Calculation Fluency
Garret J. Hall, Wilhelmina van Dijk, Jason C. Chow, et al.
(2023)
Open Access | Times Cited: 1
The Combined Effect of Big 5 Personality Traits on Fourth-Graders´ Math Performance
Roberto Araya, Pablo González-Vicente
(2023)
Open Access | Times Cited: 1
Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement
Sophie Elise Stallasch, Oliver Lüdtke, Cordula Artelt, et al.
(2023)
Open Access | Times Cited: 1
Learning Mathematics in Schools Located in Temporary Accommodation Centers: Experiences of Syrian Refugee Students
Zühal GÜN ŞAHİN
International Online Journal of Educational Sciences (2023) Vol. 15, Iss. 4
Open Access | Times Cited: 1
Development and initial validation of a mathematics-specific spatial vocabulary scale
Zehra Emine Ünal, Lisa M. Ridgley, Yaoran Li, et al.
Frontiers in Education (2023) Vol. 8
Open Access
Academic Screening in Middle School: Exploring Bivariate and Intraindividual Relations in Reading and Math Performance
Kelly N. Clark, Garret J. Hall
(2023)
Open Access
Relative contributions of g and basic domain-specific mathematics skills to complex mathematics competencies
Zehra E. Ünal, Gamze Kartal, Serra Ulusoy, et al.
Intelligence (2023) Vol. 101, pp. 101797-101797
Open Access
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