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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:

Cultural influences on the relation between executive functions and academic achievement
George K. Georgiou, Wei Wei, Tomohiro Inoue, et al.
Reading and Writing (2019) Vol. 33, Iss. 4, pp. 991-1013
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Impact of a cognitive stimulation program on the reading comprehension of children in primary education
Claudia Reina-Reina, Pedro Javier Conesa, Jon Andoni Duñabeitia
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
Exploring the Impact of Working Memory Capacity on Academic Reading and Achievement in South African Online Tertiary Students
Jaqueline Harvey
Reading Psychology (2025) Vol. 46, Iss. 3, pp. 271-293
Open Access
Development and Validation of a Game-Based Assessment for Complex Problem Solving
Jian Li, Yi Ming Li, Yun-Xuan Xing, et al.
Journal of Intelligence (2025) Vol. 13, Iss. 1, pp. 9-9
Open Access
Executive functions and mathematical ability in early elementary school children: The moderating role of family socioeconomic status
Zhu Xiaoliang, Yixin Tang, Zhuoyue Pang, et al.
Journal of Experimental Child Psychology (2025) Vol. 256, pp. 106252-106252
Closed Access
PASS theory of intelligence and academic achievement: A meta-analytic review
George K. Georgiou, Kan Guo, Nithya Naveenkumar, et al.
Intelligence (2020) Vol. 79, pp. 101431-101431
Closed Access | Times Cited: 31
Development of working memory and inhibitory control in early childhood: Cross-sectional analysis by age intervals and gender in Ecuadorian preschoolers
Sofía López-Vallejo, Carlos Burneo-Garcés, Miguel Pérez-Garcı́a
PLoS ONE (2024) Vol. 19, Iss. 5, pp. e0299394-e0299394
Open Access | Times Cited: 2
Driving Under Cognitive Control: The Impact of Executive Functions in Driving
Pantelis Pergantis, Victoria Bamicha, Irene Chaidi, et al.
World Electric Vehicle Journal (2024) Vol. 15, Iss. 10, pp. 474-474
Open Access | Times Cited: 2
A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills
Timothy C. Papadopoulos, George Spanoudis, Dialechti Chatzoudi
Reading and Writing (2020) Vol. 33, Iss. 4, pp. 1075-1104
Closed Access | Times Cited: 14
Associations between executive function and early math and literacy skills in preschool children
Jasmine R. Ernst, Amanda Grenell, Stephanie M. Carlson
International Journal of Educational Research Open (2022) Vol. 3, pp. 100201-100201
Open Access | Times Cited: 8
Bridging the Connection Between Fluency in Reading and Arithmetic
Reut Balhinez, Shelley Shaul
(2024)
Open Access | Times Cited: 1
Procrastinación académica, adicción a redes sociales y funciones ejecutivas: Un estudio de autorreporte en adolescentes
Christian Alexis Romero-Méndez, Dan Lisandro Romero-Méndez
Revista Panamericana de Pedagogía (2024), Iss. 38, pp. 110-127
Open Access | Times Cited: 1
Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis
Zhu Xiaoliang, Yixin Tang, Jiaqi Lu, et al.
Educational Psychology Review (2024) Vol. 37, Iss. 1
Closed Access | Times Cited: 1
Contrasting executive function development among primary school children from Hong Kong and Germany
Katharina Schirmbeck, Nirmala Rao, Rhoda Wang, et al.
European Journal of Psychology of Education (2020) Vol. 36, Iss. 4, pp. 923-943
Open Access | Times Cited: 11
Chinese language and students’ mathematics learning: a meta-analysis
Hong Lu, Fks Leung, Zhengcheng Fan
ZDM (2022) Vol. 54, Iss. 3, pp. 513-528
Closed Access | Times Cited: 6
Distinctive patterns of language and executive functions contributing to reading development in chinese-speaking children with ADHD
Yu‐Chun Chen, Feng‐Ming Tsao, Huei‐Mei Liu, et al.
Reading and Writing (2022) Vol. 37, Iss. 4, pp. 1011-1034
Closed Access | Times Cited: 6
Role of executive function in mathematical ability of children in different grades
Zhu Xiaoliang, Xin Zhao
Acta Psychologica Sinica (2023) Vol. 55, Iss. 5, pp. 696-696
Open Access | Times Cited: 3
A longitudinal study on bidirectional relations between executive functions and English word-level reading in Chinese American children in immigrant families
Ezra Mauer, Qing Zhou, Yuuko Uchikoshi
Learning and Individual Differences (2021) Vol. 86, pp. 101976-101976
Open Access | Times Cited: 8
Executive functions and mathematical competence in Chinese preschool children: A meta-analysis and review
Zhiyong Zhong, Yongqi Xu, Ruining Jin, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
Do Performance-Based Measures and Behavioral Ratings of Executive Functioning Complement Each Other in Predicting Reading and Mathematics in Chinese?
George K. Georgiou, Li Zhang
Behavioral Sciences (2023) Vol. 13, Iss. 10, pp. 823-823
Open Access | Times Cited: 2
Learning behaviors, executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school
Henriette Offer-Boljahn, Dennis Christian Hövel, Thomas Hennemann
Journal of Pedagogical Research (2022) Vol. 6, Iss. 1, pp. 1-17
Open Access | Times Cited: 3
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
Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading: A network analysis
Yiwei Zhao, Guowei Wu, Xiangzhi Meng, et al.
European Journal of Psychology of Education (2024) Vol. 40, Iss. 1
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
The Contribution of Sustained Attention and Response Inhibition to Reading Comprehension among Japanese Adolescents
Inbar Lucia Trinczer, Yarden Dankner, shira frances-israeli, et al.
Children (2024) Vol. 11, Iss. 10, pp. 1245-1245
Open Access
Using artificial intelligence in education: decision tree learning results in secondary school students based on cold and hot executive functions
Elena Escolano Pérez, José Luís Losada
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
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