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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:

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.
Suzanne E. Mol, Adriana G. Bus
Psychological Bulletin (2011) Vol. 137, Iss. 2, pp. 267-296
Closed Access | Times Cited: 1126

Showing 1-25 of 1126 citing articles:

PISA 2018 Assessment and Analytical Framework

Programme for international student assessment/Internationale Schulleistungsstudie (2019)
Open Access | Times Cited: 1159
Ending the Reading Wars: Reading Acquisition From Novice to Expert
Anne Castles, Kathleen Rastle, Kate Nation
Psychological Science in the Public Interest (2018) Vol. 19, Iss. 1, pp. 5-51
Open Access | Times Cited: 963
The Rules of the Game Called Psychological Science
Marjan Bakker, Annette van Dijk, Jelte M. Wicherts
Perspectives on Psychological Science (2012) Vol. 7, Iss. 6, pp. 543-554
Open Access | Times Cited: 812
Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence
Ulrich Schiefele, Ellen Schaffner, Jens Møller, et al.
Reading Research Quarterly (2012) Vol. 47, Iss. 4, pp. 427-463
Closed Access | Times Cited: 587
Fiction: Simulation of Social Worlds
Keith Oatley
Trends in Cognitive Sciences (2016) Vol. 20, Iss. 8, pp. 618-628
Closed Access | Times Cited: 382
Affordances and limitations of electronic storybooks for young children's emergent literacy
Adriana G. Bus, Zsófia K. Takács, Cornelia A. T. Kegel
Developmental Review (2014) Vol. 35, pp. 79-97
Open Access | Times Cited: 334
Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks
Zsófia K. Takács, Elise K. Swart, Adriana G. Bus
Review of Educational Research (2015) Vol. 85, Iss. 4, pp. 698-739
Open Access | Times Cited: 329
Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era
Julia Parish‐Morris, Neha Mahajan, Kathy Hirsh‐Pasek, et al.
Mind Brain and Education (2013) Vol. 7, Iss. 3, pp. 200-211
Closed Access | Times Cited: 315
Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.
Monica Melby‐Lervåg, Arne Lervåg
Psychological Bulletin (2013) Vol. 140, Iss. 2, pp. 409-433
Open Access | Times Cited: 311
Examining the effects of home literacy and numeracy environment on early reading and math acquisition
George Manolitsis, George K. Georgiou, Niki Tziraki
Early Childhood Research Quarterly (2013) Vol. 28, Iss. 4, pp. 692-703
Closed Access | Times Cited: 293
Benefits of a bedtime routine in young children: Sleep, development, and beyond
Jodi A. Mindell, Ariel A. Williamson
Sleep Medicine Reviews (2017) Vol. 40, pp. 93-108
Open Access | Times Cited: 284
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal
Elsje van Bergen, Titia L. van Zuijen, Dorothy Bishop, et al.
Reading Research Quarterly (2016) Vol. 52, Iss. 2, pp. 147-160
Open Access | Times Cited: 237
Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts
Jim Cummins, Shirley Hu, Paula Markus, et al.
TESOL Quarterly (2015) Vol. 49, Iss. 3, pp. 555-581
Closed Access | Times Cited: 227
Leisure reading and social cognition: A meta-analysis.
Micah L. Mumper, Richard J. Gerrig
Psychology of Aesthetics Creativity and the Arts (2016) Vol. 11, Iss. 1, pp. 109-120
Open Access | Times Cited: 210
Predicting Vocabulary Growth in Children With and Without Specific Language Impairment: A Longitudinal Study From 2;6 to 21 Years of Age
Mabel L. Rice, Lesa Hoffman
Journal of Speech Language and Hearing Research (2015) Vol. 58, Iss. 2, pp. 345-359
Open Access | Times Cited: 196
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia
Lorna Hamilton, Marianna E. Hayiou‐Thomas, Charles Hulme, et al.
Scientific Studies of Reading (2016) Vol. 20, Iss. 5, pp. 401-419
Open Access | Times Cited: 171
Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input
Ö. Ece Demir‐Lira, Lauren Applebaum, Susan Goldin‐Meadow, et al.
Developmental Science (2018) Vol. 22, Iss. 3
Open Access | Times Cited: 165
The frequency of family meals and nutritional health in children: a meta‐analysis
Mattea Dallacker, Ralph Hertwig, Jutta Mata
Obesity Reviews (2018) Vol. 19, Iss. 5, pp. 638-653
Open Access | Times Cited: 163
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties
Christopher J. Lonigan, David J. Purpura, Shauna B. Wilson, et al.
Journal of Experimental Child Psychology (2012) Vol. 114, Iss. 1, pp. 111-130
Open Access | Times Cited: 203
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8
James S. Kim, David M. Quinn
Review of Educational Research (2013) Vol. 83, Iss. 3, pp. 386-431
Closed Access | Times Cited: 189
Individual Differences in Reading Development
Maximilian Pfost, John Hattie, Tobias Dörfler, et al.
Review of Educational Research (2013) Vol. 84, Iss. 2, pp. 203-244
Closed Access | Times Cited: 189
Parent–Child Joint Reading in Traditional and Electronic Formats
Marina Krcmar, Drew P. Cingel
Media Psychology (2014) Vol. 17, Iss. 3, pp. 262-281
Closed Access | Times Cited: 167
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits
Sarah McGeown, Lynne G. Duncan, Yvonne Griffiths, et al.
Reading and Writing (2014) Vol. 28, Iss. 4, pp. 545-569
Open Access | Times Cited: 167
Parent–child interactions during traditional and computer storybook reading for children’s comprehension: Implications for electronic storybook design
Alexis R. Lauricella, Rachel Barr, Sandra L. Calvert
International Journal of Child-Computer Interaction (2014) Vol. 2, Iss. 1, pp. 17-25
Closed Access | Times Cited: 164
Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review
K Naess, Solveig‐Alma Halaas Lyster, Charles Hulme, et al.
Research in Developmental Disabilities (2011) Vol. 32, Iss. 6, pp. 2225-2234
Closed Access | Times Cited: 160
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