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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:

Mathematical disabilities: Cognitive, neuropsychological, and genetic components.
David C. Geary
Psychological Bulletin (1993) Vol. 114, Iss. 2, pp. 345-362
Closed Access | Times Cited: 1023

Showing 1-25 of 1023 citing articles:

The magical number 4 in short-term memory: A reconsideration of mental storage capacity
Nelson Cowan
Behavioral and Brain Sciences (2001) Vol. 24, Iss. 1, pp. 87-114
Open Access | Times Cited: 6391
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years
Rebecca Bull, Kimberly Andrews Espy, Sandra A. Wiebe
Developmental Neuropsychology (2008) Vol. 33, Iss. 3, pp. 205-228
Open Access | Times Cited: 1499
Mathematics and Learning Disabilities
David C. Geary
Journal of Learning Disabilities (2004) Vol. 37, Iss. 1, pp. 4-15
Open Access | Times Cited: 1196
Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students
Karin Landerl, Anna Bevan, Brian Butterworth
Cognition (2004) Vol. 93, Iss. 2, pp. 99-125
Open Access | Times Cited: 855
Early Identification and Interventions for Students With Mathematics Difficulties
Russell Gersten, Nancy C. Jordan, Jonathan R. Flojo
Journal of Learning Disabilities (2005) Vol. 38, Iss. 4, pp. 293-304
Closed Access | Times Cited: 805
Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability
David C. Geary, Mary K. Hoard, Jennifer Byrd‐Craven, et al.
Child Development (2007) Vol. 78, Iss. 4, pp. 1343-1359
Open Access | Times Cited: 802
Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study.
David C. Geary
Developmental Psychology (2011) Vol. 47, Iss. 6, pp. 1539-1552
Open Access | Times Cited: 744
Developmental Dynamics of Math Performance From Preschool to Grade 2.
Kaisa Aunola, Esko Leskinen, Marja‐Kristiina Lerkkanen, et al.
Journal of Educational Psychology (2004) Vol. 96, Iss. 4, pp. 699-713
Closed Access | Times Cited: 733
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, et al.
Cognition (2010) Vol. 116, Iss. 1, pp. 33-41
Closed Access | Times Cited: 700
Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing
Laurence Rousselle, Marie‐Pascale Noël
Cognition (2006) Vol. 102, Iss. 3, pp. 361-395
Closed Access | Times Cited: 672
Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability
David C. Geary, Carmen O. Hamson, Mary K. Hoard
Journal of Experimental Child Psychology (2000) Vol. 77, Iss. 3, pp. 236-263
Closed Access | Times Cited: 668
The development of arithmetical abilities
Brian Butterworth
Journal of Child Psychology and Psychiatry (2005) Vol. 46, Iss. 1, pp. 3-18
Closed Access | Times Cited: 656
Preschool executive functioning abilities predict early mathematics achievement.
Caron A. C. Clark, Verena E. Pritchard, Lianne J. Woodward
Developmental Psychology (2010) Vol. 46, Iss. 5, pp. 1176-1191
Closed Access | Times Cited: 638
Working Memory Impairments in Children with Specific Arithmetic Learning Difficulties
Janet F. McLean, Graham J. Hitch
Journal of Experimental Child Psychology (1999) Vol. 74, Iss. 3, pp. 240-260
Closed Access | Times Cited: 613
Predicting academic achievement with cognitive ability
Treena Eileen Rohde, Lee Anne Thompson
Intelligence (2006) Vol. 35, Iss. 1, pp. 83-92
Closed Access | Times Cited: 599
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.
Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, et al.
Journal of Educational Psychology (2006) Vol. 98, Iss. 1, pp. 29-43
Closed Access | Times Cited: 583
Children's mathematical development: Research and practical applications.
David C. Geary
American Psychological Association eBooks (1994)
Closed Access | Times Cited: 574
The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, et al.
Journal of Educational Psychology (2005) Vol. 97, Iss. 3, pp. 493-513
Closed Access | Times Cited: 571
Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
David C. Geary, Mary K. Hoard, Jennifer Byrd‐Craven, et al.
Journal of Experimental Child Psychology (2004) Vol. 88, Iss. 2, pp. 121-151
Closed Access | Times Cited: 536
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades
Steven A. Hecht, Joseph K. Torgesen, Richard K. Wagner, et al.
Journal of Experimental Child Psychology (2001) Vol. 79, Iss. 2, pp. 192-227
Closed Access | Times Cited: 528
Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)
Michèle M. M. Mazzocco, Lisa Feigenson, Justin Halberda
Child Development (2011) Vol. 82, Iss. 4, pp. 1224-1237
Open Access | Times Cited: 520
Executive functioning in children, and its relations with reasoning, reading, and arithmetic
Sophie van der Sluis, Peter F. de Jong, Aryan van der Leij
Intelligence (2006) Vol. 35, Iss. 5, pp. 427-449
Closed Access | Times Cited: 500
Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving
Maria Chiara Passolunghi, Linda S. Siegel
Journal of Experimental Child Psychology (2001) Vol. 80, Iss. 1, pp. 44-57
Closed Access | Times Cited: 484
Preschool acuity of the approximate number system correlates with school math ability
Melissa E. Libertus, Lisa Feigenson, Justin Halberda
Developmental Science (2011) Vol. 14, Iss. 6, pp. 1292-1300
Open Access | Times Cited: 477
Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study.
Peter F. de Jong, Aryan van der Leij
Journal of Educational Psychology (1999) Vol. 91, Iss. 3, pp. 450-476
Closed Access | Times Cited: 476
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