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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:

Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators.
Ladislao Salmerón, Lidia Altamura, Pablo Delgado, et al.
Journal of Educational Psychology (2023) Vol. 116, Iss. 2, pp. 153-172
Open Access | Times Cited: 25

Showing 25 citing articles:

Pathways to digital reading literacy among secondary school students: A multilevel analysis using data from 31 economies
Xueliang Chen, Ya Xiao
Computers & Education (2024) Vol. 218, pp. 105090-105090
Closed Access | Times Cited: 7
Print and digital reading habits and comprehension in children with and without special education needs
Cristina Vargas, Lidia Altamura, Mari Carmen Blanco‐Gandía, et al.
Research in Developmental Disabilities (2024) Vol. 146, pp. 104675-104675
Open Access | Times Cited: 5
Theories of Digital Reading
Marian Bruggink, Nicole Swart, Annelies van der Lee, et al.
(2025), pp. 1-18
Open Access
Reading from Paper, Computers, and Tablets in the First Grade: The Role of Comprehension Monitoring
Elena Florit, Pietro De Carli, Antonio Rodà, et al.
Computers and Education Open (2025), pp. 100243-100243
Open Access
Did screen reading steal children's focus? Longitudinal associations between reading habits, selective attention and text comprehension
Ladislao Salmerón, Lidia Altamura, Mari Carmen Blanco‐Gandía, et al.
Journal of Research in Reading (2025)
Closed Access
Examining the Effects of Digital Academic Reading Among University Students: An Integrated Framework of Three-Level Digital Divide and Executive Function
Jiutong Luo, Jie Cao, Kevin Ka Shing Chan, et al.
International Journal of Human-Computer Interaction (2025), pp. 1-10
Closed Access
Effects of Digital and Printed Materials on Reading Comprehension Among College Students in Lipa City
Bea Veronica Abellanoza, Sheannlord Ulyanele Xydraec Ilagan, Àngels Llanes, et al.
(2025) Vol. 34, Iss. 8, pp. 978-992
Open Access
Conceptualisation of Open Educational Resources, Audiovisual Resources and Electronic Information Resources: A Literature-based Study of Selected Academic Libraries in Ebonyi State Nigeria
Jonathan Ndubuisi Chimah
Mousaion South African Journal of Information Studies (2024) Vol. 42, Iss. 1
Closed Access | Times Cited: 1
A Critical Review of Digital Technology in Education: A Pause for Thought in 2024
Tom Butler
(2024)
Open Access | Times Cited: 1
Reading medium and epistemic emotions in the continued influence effect of misinformation
Virginia Clinton‐Lisell, Alexia M. Langowski
(2024)
Open Access | Times Cited: 1
A Critical Analysis of Theoretical Underpinnings of Universal Design for Learning
Dimitris Anastasiou, Andrew L. Wiley, James M. Kauffman
Exceptionality (2024), pp. 1-18
Closed Access | Times Cited: 1
Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension
Angelica Ronconi, Gianmarco Altoè, Lucia Masón
Learning and Individual Differences (2024) Vol. 117, pp. 102604-102604
Open Access | Times Cited: 1
Reading Medium and Epistemic Emotions in the Continued Influence Effect of Misinformation
Virginia Clinton‐Lisell, Alexia M. Langowski
Reading Psychology (2024) Vol. 45, Iss. 6, pp. 617-637
Open Access
Phonological instruction in East Asian EFL learning: A scoping review
Lishi Liang, Luke K. Fryer
System (2024) Vol. 123, pp. 103336-103336
Open Access
Middle-schoolers’ reading and lexical-semantic processing depth in response to digital and print media: An N400 study
Karen Froud, Lisa Levinson, Chaille Maddox, et al.
PLoS ONE (2024) Vol. 19, Iss. 5, pp. e0290807-e0290807
Open Access
Eye-Tracking Researches in Reading and Second Language Acquisition: from Monolinguals to Bilinguals
Cong Sun
Arts Culture and Language (2024) Vol. 1, Iss. 7
Open Access
Influences beyond the page: Walter Kintsch’s impact on multiple document comprehension and mentoring in research
Ladislao Salmerón
Discourse Processes (2024) Vol. 61, Iss. 6-7, pp. 329-332
Closed Access
Feedback for learning from text: What kind and where in the text is most effective?
Virginia Clinton‐Lisell
Computers and Education Open (2024) Vol. 7, pp. 100216-100216
Open Access
Feedback for learning from text: What kind and where in the text is most effective?
Virginia Clinton‐Lisell
(2024)
Open Access
“Should You Really Chat While Reading?” Effects of On-Screen Multitasking and Text Disfluency on Integrated Understanding
Lucia Masón, Barbara Carretti, Angelica Ronconi, et al.
Computers & Education (2024), pp. 105172-105172
Open Access
WHAT IS NEXT IN MOBILE-ASSISTED READING? INSIGHTS FROM A DECADE OF EYE TRACKING RESEARCH INTO COGNITIVE PROCESSES
Jiarui Hou, James F. Lee, Stephen Doherty
Educational Research Review (2024), pp. 100643-100643
Closed Access
The problem of student’s responsibility in the context of digitalization of education
С. И. Черных
Professional education in the modern world (2024) Vol. 14, Iss. 3, pp. 383-391
Open Access
Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD
Adi Brann, Yael Sidi
Learning and Instruction (2024) Vol. 95, pp. 102051-102051
Closed Access
Comprehension of Print and Digital Media Texts – Anticipation of Own Comprehension Performance
Katarína Fichnová
Deleted Journal (2024) Vol. 7, Iss. 2, pp. 146-156
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
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