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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:

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

Showing 1-25 of 54 citing articles:

The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure
Pablo Delgado, Ladislao Salmerón
Learning and Instruction (2020) Vol. 71, pp. 101396-101396
Open Access | Times Cited: 85
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language
Yu Jie, Xing Zhou, Xiaoming Yang, et al.
Computer Assisted Language Learning (2022) Vol. 35, Iss. 1-2, pp. 217-245
Open Access | Times Cited: 39
Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study
Natalia Latini, Ivar Bråten, Ladislao Salmerón
Contemporary Educational Psychology (2020) Vol. 62, pp. 101870-101870
Open Access | Times Cited: 59
The Role of Internet-Specific Justification Beliefs in Source Evaluation and Corroboration During Web Search on an Unsettled Socio-Scientific Issue
Yvonne Kammerer, Steffen Gottschling, Ivar Bråten
Journal of Educational Computing Research (2020) Vol. 59, Iss. 2, pp. 342-378
Open Access | Times Cited: 40
Text highlighting as a new way of measuring consumers' attitudes: A case study on vertical farming
Sara R. Jaeger, Sok L. Chheang, Gastón Ares
Food Quality and Preference (2021) Vol. 95, pp. 104356-104356
Open Access | Times Cited: 35
Deployment of algorithms in management tasks reduces prosocial motivation
Armin Granulo, Sara Caprioli, Christoph Fuchs, et al.
Computers in Human Behavior (2023) Vol. 152, pp. 108094-108094
Open Access | Times Cited: 15
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
Relation between digital tool practices in the language arts classroom and reading comprehension scores
Ladislao Salmerón, Cristina Vargas, Pablo Delgado, et al.
Reading and Writing (2022) Vol. 36, Iss. 1, pp. 175-194
Open Access | Times Cited: 20
Reduction in household food waste through an information strategy: Findings from consumers in Australia
Ana Giménez, Gastón Ares, Sok L. Chheang, et al.
Food Quality and Preference (2023) Vol. 111, pp. 104982-104982
Closed Access | Times Cited: 12
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
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
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
Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration
Liron Primor, Sarit Barzilai
Contemporary Educational Psychology (2024) Vol. 77, pp. 102270-102270
Closed Access | Times Cited: 2
Executive functions and multiple-text comprehension
Christian Tarchi, Costanza Ruffini, Chiara Pecini
Learning and Individual Differences (2024) Vol. 116, pp. 102566-102566
Closed Access | Times Cited: 2
Strategic Text Processing Across Mediums: A Verbal Protocol Study
Natalia Latini, Ivar Bråten
Reading Research Quarterly (2021) Vol. 57, Iss. 2, pp. 493-514
Open Access | Times Cited: 15
The influence of thinking dispositions on integration and recall of multiple texts
Christian Tarchi, Ruth Villalón
British Journal of Educational Psychology (2021) Vol. 91, Iss. 4, pp. 1498-1516
Open Access | Times Cited: 15
A Psychometric Lens for E-Learning: Examining the Validity and Reliability of the Persian Version of University Students’ Engagement Inventory (P-USEI)
Hamid Sharif Nia, Hamed Azad Moghddam, João Marôco, et al.
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 4, pp. 573-582
Open Access | Times Cited: 10
The Role of Strategic Backtracking When Reading Digital Informational Text for Understanding
Ymkje E. Haverkamp, Ivar Bråten
Literacy Research and Instruction (2022) Vol. 63, Iss. 2, pp. 176-191
Open Access | Times Cited: 10
The Contribution of Executive Functions When Reading Multiple Texts: A Systematic Literature Review
Christian Tarchi, Costanza Ruffini, Chiara Pecini
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 13
Reading medium and interest: effects and interactions
Virginia Clinton‐Lisell
Educational Psychology (2021) Vol. 42, Iss. 2, pp. 142-162
Closed Access | Times Cited: 13
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
Do medium and Context Matter when learning from multiple complementary Digital texts and videos?
Lucia Masón, Christian Tarchi, Angelica Ronconi, et al.
Instructional Science (2022) Vol. 50, Iss. 5, pp. 653-679
Open Access | Times Cited: 9
Reading medium and epistemic emotions in the continued influence effect of misinformation
Virginia Clinton‐Lisell, Alexia M. Langowski
(2024)
Open Access | Times Cited: 1
Promoting multiple-text comprehension through thinking dispositions: a randomized controlled trial
Christian Tarchi
Discourse Processes (2024) Vol. 61, Iss. 8, pp. 365-380
Closed Access | Times Cited: 1
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