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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:

Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave
Johannes Schult, Nicole Mahler, Benjamin Fauth, et al.
School Effectiveness and School Improvement (2022) Vol. 33, Iss. 4, pp. 544-563
Closed Access | Times Cited: 133

Showing 1-25 of 133 citing articles:

A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
Bastian Andreas Betthäuser, Anders Malthe Bach‐Mortensen, Per Engzell
Nature Human Behaviour (2023) Vol. 7, Iss. 3, pp. 375-385
Open Access | Times Cited: 309
Sharp increase in inequality in education in times of the COVID-19-pandemic
Carla Haelermans, Roxanne Korthals, Madelon Jacobs, et al.
PLoS ONE (2022) Vol. 17, Iss. 2, pp. e0261114-e0261114
Open Access | Times Cited: 98
Pandemic Schooling Mode and Student Test Scores: Evidence from US School Districts
Rebecca Jack, Clare Halloran, James Okun, et al.
American Economic Review Insights (2023) Vol. 5, Iss. 2, pp. 173-190
Closed Access | Times Cited: 70
Pandemic Schooling Mode and Student Test Scores: Evidence from US States
Clare Halloran, Rebecca Jack, James Okun, et al.
(2021)
Open Access | Times Cited: 92
Remote Learning During COVID-19
Alberto Munoz-Najar, Alison Gilberto, Amer Hasan, et al.
(2021)
Open Access | Times Cited: 68
The COVID-19 Pandemic and School Closure: Learning Loss in Mathematics in Primary Education
Dalit Contini, Maria Laura Di Tommaso, Caterina Muratori, et al.
SSRN Electronic Journal (2022)
Open Access | Times Cited: 59
Belastungen von Kindern, Jugendlichen und Eltern in der Corona-Pandemie
Martin Bujard, Ellen von den Driesch, Kerstin Ruckdeschel, et al.
(2021)
Open Access | Times Cited: 57
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?
Tim Fütterer, Emely Hoch, Andreas Lachner, et al.
Computers & Education (2023) Vol. 199, pp. 104788-104788
Open Access | Times Cited: 36
PISA 2022
Doris Lewalter, Jennifer Diedrich, Frank Goldhammer, et al.
Waxmann Verlag GmbH eBooks (2023)
Open Access | Times Cited: 26
Learning loss one year after school closures: evidence from the Basque Country
Andreu Arenas, Lucas Gortázar
SERIEs (2024) Vol. 15, Iss. 3, pp. 235-258
Open Access | Times Cited: 7
No evidence of a major learning slide 14 months into the COVID-19 pandemic in Denmark
Jesper Fels Birkelund, Kristian Bernt Karlson
European Societies (2022) Vol. 25, Iss. 3, pp. 468-488
Open Access | Times Cited: 34
Remote Vs. Hybrid Learning Effects on Student Mathematics Achievement in Three Magnet Schools During the COVID-19 Pandemic Years
Wang Jia, Seth Leon, Roxanne M. Sylvester, et al.
Journal of School Choice (2025), pp. 1-16
Open Access
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS
Jeremias E. Obina, Rhoda Queenie S. Tecson, Gaddah Lea G. Kalis, et al.
European Journal of Education Studies (2025) Vol. 12, Iss. 1
Open Access
The growth trajectories of oral and silent word reading fluency before and after COVID-19
George K. Georgiou, Tomohiro Inoue, Michael McMann, et al.
Learning and Instruction (2025) Vol. 97, pp. 102105-102105
Closed Access
The Legacy of COVID-19 in Education
Katharina Werner, Ludger Woessmann
SSRN Electronic Journal (2021)
Closed Access | Times Cited: 34
Educational Inequality*
Jo Blanden, Matthias Doepke, Jan Stuhler
(2022)
Open Access | Times Cited: 25
A systematic review and meta-analysis of the impact of the COVID-19 pandemic on learning
Bastian Andreas Betthäuser, Anders Malthe Bach‐Mortensen, Per Engzell
(2022)
Open Access | Times Cited: 24
COVID-19 disruptions and education in South Africa: Two years of evidence
Gabrielle Wills, Servaas van der Berg
Development Southern Africa (2024) Vol. 41, Iss. 2, pp. 446-465
Open Access | Times Cited: 4
Mathematics-related achievement emotions – Interaction between learning environment and students' mathematics performance
Anni Sydänmaanlakka, Jokke Häsä, Marja Eliisa Holm, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102486-102486
Open Access | Times Cited: 4
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic
Mags Crean, Dympna Devine, Barbara Moore, et al.
British Journal of Sociology of Education (2023) Vol. 44, Iss. 3, pp. 452-466
Closed Access | Times Cited: 11
Performance increases in mathematics during COVID-19 pandemic distance learning in Austria: Evidence from an intelligent tutoring system for mathematics
Markus Spitzer, Korbinian Moeller
Trends in Neuroscience and Education (2023) Vol. 31, pp. 100203-100203
Open Access | Times Cited: 10
The heterogeneity of Covid-19 learning loss across Italian primary and middle schools
Alice Bertoletti, Marta Cannistrà, Mara Soncin, et al.
Economics of Education Review (2023) Vol. 95, pp. 102435-102435
Open Access | Times Cited: 10
Socioeconomic inequalities in opportunities and participation in in-person learning during the Covid-19 pandemic
Juan Pablo Valenzuela, Danilo Kuzmanic, Fernanda Cortés
International Journal of Educational Development (2024) Vol. 105, pp. 102978-102978
Closed Access | Times Cited: 3
Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence
Nina Ashley Dela Cruz, Ann Jillian Adona, Rhea Molato-Gayares, et al.
(2024)
Open Access | Times Cited: 3
The Lost Years: an Integrative Review of the Mental Health, Educational, and Social Impact of the Pandemic on Children and Adolescents From 2019 to 2022
Grace Mucci, Erin Collins, Elizabeth Pearce, et al.
Journal of Pediatric Neuropsychology (2024) Vol. 10, Iss. 1, pp. 49-90
Open Access | Times Cited: 3
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