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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:

To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment
Pablo Delgado, Elisabeth Stang Lund, Ladislao Salmerón, et al.
Reading and Writing (2020) Vol. 33, Iss. 8, pp. 2049-2072
Closed Access | Times Cited: 22

Showing 22 citing articles:

The Role of Individual Differences in Sourcing: a Systematic Review
Øistein Anmarkrud, Ivar Bråten, Elena Florit, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 749-792
Open Access | Times Cited: 48
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
Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality
Ivar Bråten, Natalia Latini, Ymkje E. Haverkamp
Reading and Writing (2021) Vol. 35, Iss. 3, pp. 687-711
Open Access | Times Cited: 29
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
Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences
Ivar Bråten, Ymkje E. Haverkamp, Øistein Anmarkrud
Reading and Writing (2024)
Open Access | Times Cited: 3
Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Reading and Writing (2022) Vol. 36, Iss. 7, pp. 1589-1608
Open Access | Times Cited: 15
Reading multiple documents on a health-related issue: the roles of a text-highlighting tool and re-reading behaviour in integrated understanding
Caroline Leroy, Yvonne Kammerer
Behaviour and Information Technology (2022) Vol. 42, Iss. 14, pp. 2331-2352
Closed Access | Times Cited: 8
Working toward a theoretical model for source comprehension in everyday discourse
Jason L. G. Braasch, Erica D. Kessler
Discourse Processes (2021) Vol. 58, Iss. 5-6, pp. 449-467
Closed Access | Times Cited: 11
Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet
Laura Scholes, Sarah McDonald, Garth Stahl, et al.
British Educational Research Journal (2023)
Open Access | Times Cited: 4
Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers
Yuan‐Hsuan Lee, Jing-Ya Jhang, Huang‐Yao Hong
Computers & Education (2024) Vol. 216, pp. 105048-105048
Closed Access | Times Cited: 1
Learning from multiple texts
Matthew T. McCrudden, Ivar Bråten, Ladislao Salmerón
Elsevier eBooks (2022), pp. 353-363
Closed Access | Times Cited: 7
Measuring Internet-Specific Reading Motivation and Engagement in an Academic Domain
Christian Brandmo, Ivar Bråten
Nordic Journal of Literacy Research (2021) Vol. 7, Iss. 1
Open Access | Times Cited: 8
Measuring multiple-source based academic writing self-efficacy
Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Examining students’ help-seeking when learning from multiple texts
Hye Yeon Lee, Alexandra List
Contemporary Educational Psychology (2023) Vol. 75, pp. 102232-102232
Closed Access | Times Cited: 3
Investigating the Roles of Document Presentation and Reading Interactions on Different Aspects of Multiple Document Comprehension
Caroline Leroy, Peter Gerjets, Uwe Oestermeier, et al.
International Journal of Human-Computer Interaction (2022) Vol. 39, Iss. 6, pp. 1327-1340
Open Access | Times Cited: 3
Desafíos de la comprensión lectora frente al hipertexto en adultos: una revisión bibliográfica
Ana Alejandra Fuentes Cuiñas
Revista de Psicología (2024) Vol. 20, Iss. 39, pp. 29-43
Open Access
“Should You Really Chat While Reading?” Effects of On-Screen Multitasking and Text Disfluency on Integrated Understanding
Lucia Masón, Barbara Carretti, Angelica Ronconi, et al.
Computers & Education (2024), pp. 105172-105172
Open Access
Behavioral Engagement Mediates the Relationship Between Main Idea Summarization and Multiple Document Comprehension
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Literacy Research and Instruction (2024), pp. 1-20
Closed Access
TEMAS CENTRALES Y DIRECCIONES FUTURAS EN LA INVESTIGACIÓN EN LECTURA DIGITAL: UNA ENTREVISTA CON EL PROFESOR LADISLAO SALMERÓN
Juliana do Amaral, Lêda María Braga Tomitch
Nueva revista del Pacífico/Nueva revista del Pacífico (2022), Iss. 77, pp. 220-227
Open Access | Times Cited: 1
Literatur

Vandenhoeck & Ruprecht eBooks (2023), pp. 163-180
Closed Access
Suchen Sie etwas Bestimmtes? – Umgang mit verschiedenen Texten zu einem Thema
Myriam Schlag
Springer eBooks (2023), pp. 27-84
Closed Access
UcEF for Semantic IR
Bernard Ijesunor Akhigbe
Advances in computational intelligence and robotics book series (2021), pp. 190-217
Closed Access
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