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:
Summarizing versus rereading multiple documents
Danielle S. McNamara, Micah Watanabe, Linh Huynh, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102238-102238
Closed Access | Times Cited: 9
Danielle S. McNamara, Micah Watanabe, Linh Huynh, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102238-102238
Closed Access | Times Cited: 9
Showing 9 citing articles:
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
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102271-102271
Open Access | Times Cited: 5
Do Explanatory Prompts Enhance Retrieval Quality of Science Text Content?
Kathryn S. McCarthy, Amanda Dahl, Scott R. Hinze
The Journal of Experimental Education (2025), pp. 1-13
Closed Access
Kathryn S. McCarthy, Amanda Dahl, Scott R. Hinze
The Journal of Experimental Education (2025), pp. 1-13
Closed Access
Correlates of K-12 Students’ Intertextual Integration
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
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
Liron Primor, Sarit Barzilai
Contemporary Educational Psychology (2024) Vol. 77, pp. 102270-102270
Closed Access | Times Cited: 2
Generative learning activities for online multimedia learning: when summarizing is effective but drawing is not
Alyssa P. Lawson, Richard E. Mayer
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Alyssa P. Lawson, Richard E. Mayer
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Predictors of multiple-document comprehension among third-grade children with reading difficulties and disabilities
Daniel R. Espinas, Jeanne Wanzek
Learning Disabilities Research and Practice (2024) Vol. 39, Iss. 4, pp. 189-201
Open Access
Daniel R. Espinas, Jeanne Wanzek
Learning Disabilities Research and Practice (2024) Vol. 39, Iss. 4, pp. 189-201
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
Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini, et al.
Literacy Research and Instruction (2024), pp. 1-20
Closed Access
The effects of the topic-specific and topic-general prior knowledge on learning from multiple complementary texts
Bailing Lyu, Matthew T. McCrudden
Learning and Individual Differences (2024) Vol. 118, pp. 102624-102624
Closed Access
Bailing Lyu, Matthew T. McCrudden
Learning and Individual Differences (2024) Vol. 118, pp. 102624-102624
Closed Access
Correlates of K-12 Students’ Intertextual Integration: A Scoping Review of the Literature
Daniel R. Espinas, Brennan W. Chandler
(2023)
Open Access
Daniel R. Espinas, Brennan W. Chandler
(2023)
Open Access
