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:
Effects of context and discrepancy when reading multiple documents
Cornelia Schoor, Jean‐François Rouet, M. Anne Britt
Reading and Writing (2022) Vol. 36, Iss. 5, pp. 1111-1143
Open Access | Times Cited: 9
Cornelia Schoor, Jean‐François Rouet, M. Anne Britt
Reading and Writing (2022) Vol. 36, Iss. 5, pp. 1111-1143
Open Access | Times Cited: 9
Showing 9 citing articles:
Influence of task context and task complexity on students’ task model quality, search behavior and search outcome
Delphine Oger, Mylène Sanchiz
Reading and Writing (2025)
Closed Access
Delphine Oger, Mylène Sanchiz
Reading and Writing (2025)
Closed Access
Effects of the instructional message used to introduce game-based learning, prior knowledge, prior gaming experience and flow on learning
Coralie Portier-Charneau, Mylène Sanchiz
Information and Learning Sciences (2024) Vol. 125, Iss. 11/12, pp. 943-965
Closed Access | Times Cited: 2
Coralie Portier-Charneau, Mylène Sanchiz
Information and Learning Sciences (2024) Vol. 125, Iss. 11/12, pp. 943-965
Closed Access | Times Cited: 2
Learning With Board Games: Interplay of Context and Students’ Prior Knowledge
Mylène Sanchiz, Manuel Gimenes, Éric Lambert
The Journal of Experimental Education (2024), pp. 1-24
Closed Access | Times Cited: 1
Mylène Sanchiz, Manuel Gimenes, Éric Lambert
The Journal of Experimental Education (2024), pp. 1-24
Closed Access | Times Cited: 1
Recursivity in source-based writing: a process analysis
Christian Tarchi, Ruth Villalón, Nina Vandermeulen, et al.
Reading and Writing (2023) Vol. 37, Iss. 10, pp. 2571-2593
Open Access | Times Cited: 3
Christian Tarchi, Ruth Villalón, Nina Vandermeulen, et al.
Reading and Writing (2023) Vol. 37, Iss. 10, pp. 2571-2593
Open Access | Times Cited: 3
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection.
Cornelia Schoor, Jean‐François Rouet, M. Anne Britt
Journal of Educational Psychology (2023) Vol. 116, Iss. 3, pp. 317-345
Open Access | Times Cited: 3
Cornelia Schoor, Jean‐François Rouet, M. Anne Britt
Journal of Educational Psychology (2023) Vol. 116, Iss. 3, pp. 317-345
Open Access | Times Cited: 3
University students’ beliefs about science and their relationship with knowledge about science
Cornelia Schoor
European Journal of Psychology of Education (2023) Vol. 39, Iss. 2, pp. 1093-1117
Open Access | Times Cited: 2
Cornelia Schoor
European Journal of Psychology of Education (2023) Vol. 39, Iss. 2, pp. 1093-1117
Open Access | Times Cited: 2
Adolescents’ evaluation of online scientific information in daily life contexts: when sourcing matters
Mônica Macedo‐Rouet, Guilherme Trópia, Washington Castilhos, et al.
International Journal of Science Education Part B (2023) Vol. 13, Iss. 4, pp. 311-327
Closed Access | Times Cited: 2
Mônica Macedo‐Rouet, Guilherme Trópia, Washington Castilhos, et al.
International Journal of Science Education Part B (2023) Vol. 13, Iss. 4, pp. 311-327
Closed Access | Times Cited: 2
Annotated Bibliography of Research in the Teaching of English
Faye Autry, Katherine Brodeur, Candance Doerr‐Stevens, et al.
Research in the Teaching of English (2024) Vol. 58, Iss. 3, pp. AB1-AB46
Closed Access
Faye Autry, Katherine Brodeur, Candance Doerr‐Stevens, et al.
Research in the Teaching of English (2024) Vol. 58, Iss. 3, pp. AB1-AB46
Closed Access
Taking a closer look at how higher education students process and use (discrepant) peer feedback
Florence Van Meenen, Nicolas Masson, Leen Catrysse, et al.
Learning and Instruction (2022) Vol. 84, pp. 101711-101711
Closed Access | Times Cited: 3
Florence Van Meenen, Nicolas Masson, Leen Catrysse, et al.
Learning and Instruction (2022) Vol. 84, pp. 101711-101711
Closed Access | Times Cited: 3
