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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:

Cognitive subtypes of mathematics learning difficulties in primary education
Dimona Bartelet, Daniel Ansari, Anniek Vaessen, et al.
Research in Developmental Disabilities (2014) Vol. 35, Iss. 3, pp. 657-670
Closed Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders
Duncan E. Astle, Joni Holmes, Rogier Kievit, et al.
Journal of Child Psychology and Psychiatry (2021) Vol. 63, Iss. 4, pp. 397-417
Open Access | Times Cited: 218
More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule
Jane E. Hutchison, Ian M. Lyons, Daniel Ansari
Child Development (2018) Vol. 90, Iss. 1
Open Access | Times Cited: 98
Understanding the complexities of mathematical cognition: A multi-level framework
Camilla Gilmore
Quarterly Journal of Experimental Psychology (2023) Vol. 76, Iss. 9, pp. 1953-1972
Open Access | Times Cited: 26
Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?
Emily Szkudlarek, Elizabeth M. Brannon
Language Learning and Development (2017) Vol. 13, Iss. 2, pp. 171-190
Open Access | Times Cited: 73
Subtypes and comorbidity in mathematical learning disabilities
Dénes Szücs
Progress in brain research (2016), pp. 277-304
Closed Access | Times Cited: 67
Mathematical difficulties in developmental coordination disorder: Symbolic and nonsymbolic number processing
Alice Gomez, Manuela Piazza, Antoinette Jobert, et al.
Research in Developmental Disabilities (2015) Vol. 43-44, pp. 167-178
Closed Access | Times Cited: 62
Profiles of children’s arithmetic fact development: A model-based clustering approach
Kiran Vanbinst, Eva Ceulemans, Pol Ghesquière, et al.
Journal of Experimental Child Psychology (2015) Vol. 133, pp. 29-46
Open Access | Times Cited: 61
Comorbidity of Arithmetic and Reading Disorder
Julia Raddatz, Jörg‐Tobias Kuhn, Heinz Holling, et al.
Journal of Learning Disabilities (2016) Vol. 50, Iss. 3, pp. 298-308
Open Access | Times Cited: 57
The balance of rigor and reality in developmental neuroscience
Jessica F. Cantlon
NeuroImage (2019) Vol. 216, pp. 116464-116464
Open Access | Times Cited: 44
Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles
Ulf Träff, Linda Olsson, Rickard Östergren, et al.
Frontiers in Psychology (2017) Vol. 7
Open Access | Times Cited: 42
Employing a dimensional framework and machine learning to empower research on dyslexia and dyscalculia
Fengjuan Wang, Azilawati Jamaludin, Aik Lim Tan
Learning Research and Practice (2025), pp. 1-14
Closed Access
Numerical magnitude processing impairments in genetic syndromes: a cross‐syndrome comparison of Turner and 22q11.2 deletion syndromes
Carmen Brankaer, Pol Ghesquière, Anke De Wel, et al.
Developmental Science (2016) Vol. 20, Iss. 6
Closed Access | Times Cited: 36
The relevance of subtyping children with mathematical learning disabilities
Marije D. E. Huijsmans, Tijs Kleemans, Sanne H.G. van der Ven, et al.
Research in Developmental Disabilities (2020) Vol. 104, pp. 103704-103704
Open Access | Times Cited: 28
Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities
Ann Dowker
Children (2024) Vol. 11, Iss. 6, pp. 623-623
Open Access | Times Cited: 3
Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities
Heidi Hellstrand, Santeri Holopainen, Johan Korhonen, et al.
Research in Developmental Disabilities (2024) Vol. 151, pp. 104795-104795
Open Access | Times Cited: 3
Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children
Katharina Lambert, Birgit Spinath
Journal of Learning Disabilities (2017) Vol. 51, Iss. 3, pp. 223-235
Closed Access | Times Cited: 33
Developmental trajectories of children’s symbolic numerical magnitude processing skills and associated cognitive competencies
Kiran Vanbinst, Eva Ceulemans, L. Peters, et al.
Journal of Experimental Child Psychology (2017) Vol. 166, pp. 232-250
Closed Access | Times Cited: 32
Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School: The Role of Learning Difficulties
Petra J. Sainio, Kenneth Eklund, Riikka Hirvonen, et al.
Scandinavian Journal of Educational Research (2020) Vol. 65, Iss. 3, pp. 385-403
Open Access | Times Cited: 25
Developmental Dyscalculia
Jörg‐Tobias Kuhn
Zeitschrift für Psychologie (2015) Vol. 223, Iss. 2, pp. 69-82
Closed Access | Times Cited: 28
Finger Representation and Finger-Based Strategies in the Acquisition of Number Meaning and Arithmetic
Ilaria Berteletti, James R. Booth
Elsevier eBooks (2015), pp. 109-139
Closed Access | Times Cited: 25
Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener
Pekka Räsänen, Pirjo Aunio, Anu Laine, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 19
Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis
Christian Kißler, Christin Schwenk, Jörg‐Tobias Kuhn
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
Heterogeneity in children at risk of math learning difficulties
David Múñez, Rebecca Bull, Kerry Lee, et al.
Child Development (2023) Vol. 94, Iss. 4, pp. 1033-1048
Closed Access | Times Cited: 7
Low performance on mathematical tasks in preschoolers: the importance of domain‐general and domain‐specific abilities
Hiwet Mariam Costa, Bethany Nicholson, Chris Donlan, et al.
Journal of Intellectual Disability Research (2018) Vol. 62, Iss. 4, pp. 292-302
Open Access | Times Cited: 22
The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria
Stefan Haberstroh, Gerd Schulte‐Körne
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
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