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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:

Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals
Laura Ascenzi‐Moreno, Kate Seltzer
Journal of Literacy Research (2021) Vol. 53, Iss. 4, pp. 468-490
Closed Access | Times Cited: 22

Showing 22 citing articles:

Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments
Scott E. Grapin, Laura Ascenzi‐Moreno
Learning and Instruction (2024) Vol. 92, pp. 101925-101925
Closed Access | Times Cited: 8
Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment
Elena Forzani, Julie A. Corrigan, David Slomp, et al.
Educational Psychologist (2024), pp. 1-24
Closed Access | Times Cited: 5
Linguistic justice: Addressing linguistic variation of black children in teaching and learning
Julie A. Washington, Iheoma U. Iruka
Linguistics and Education (2025) Vol. 85, pp. 101382-101382
Closed Access
Early Childhood Education Interventions for Racially Minoritized Children: A Systematic Review
Iheoma U. Iruka, Jenille Morgan, Takondwa Musa
Journal of Education (2025)
Closed Access
Mapping Research on Translanguaging in Language Assessment
Liubov Darzhinova, David Singleton
(2025), pp. 211-233
Closed Access
Dismantling Carceral Logics in the Urban Early Literacy Classroom: Towards Liberatory Literacy Pedagogies with/for Multiply-Marginalized Young Children
Margaret R. Beneke, Emily Machado, Jordan Taitingfong
Urban Education (2022) Vol. 59, Iss. 6, pp. 1871-1904
Closed Access | Times Cited: 17
Decolonizing US Latinx Students’ Language: El Sur in the Schools of El Norte
Ofelia Garcı́a
Applied Linguistics (2023) Vol. 44, Iss. 5, pp. 848-864
Open Access | Times Cited: 7
Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning
Scott E. Grapin
Language Assessment Quarterly (2022) Vol. 20, Iss. 2, pp. 215-234
Closed Access | Times Cited: 12
No such thing as the real world: Confronting ideology through critical translingual professional development
Kate Seltzer
Teaching and Teacher Education (2023) Vol. 125, pp. 104028-104028
Closed Access | Times Cited: 6
DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise
Margaret R. Beneke, Emily Machado, Jordan Taitingfong
Reading Research Quarterly (2022) Vol. 57, Iss. 4, pp. 1237-1257
Closed Access | Times Cited: 9
Reducing Inequalities Inherent in Literacy Assessment of Multilingual Learners
Kay M. Rosheim, Kristi G. Tamte, M. J. Froemming
Reading Psychology (2024), pp. 1-17
Closed Access | Times Cited: 1
What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services
Maneka Deanna Brooks
AERA Open (2023) Vol. 9
Open Access | Times Cited: 2
Co-learning about translanguaging and testing in dual language bilingual education: examining ideological and implementational spaces
Jamie L. Schissel, Nicole Dickson, Micaela Bermudez, et al.
Educational Linguistics (2023) Vol. 3, Iss. 1, pp. 95-118
Closed Access | Times Cited: 2
Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing
Brad Jacobson
Written Communication (2024) Vol. 41, Iss. 2, pp. 290-318
Open Access
College Composition Graduate Instructors’ Development of Conceptual and Practical Tools for Responding to Student Writing
Carolyn Wisniewski
Research in the Teaching of English (2024) Vol. 58, Iss. 4, pp. 353-378
Closed Access
Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction
Laura Ascenzi‐Moreno
The Reading Teacher (2024) Vol. 77, Iss. 6, pp. 918-926
Closed Access
Confronting Deficit Narratives
Hüseyin Uysal, Christian Fallas Escobar
TESL Canada Journal (2024) Vol. 41, Iss. 1, pp. 103-124
Open Access
Emergent Bilingual Children Love reading… if We Let Them
Luz A. Murillo
Journal of Latinos and Education (2024), pp. 1-11
Closed Access
Annotated Bibliography of Research in the Teaching of English
Katherine Brodeur, Anne Crampton, Chelsea Faase, et al.
Research in the Teaching of English (2023) Vol. 57, Iss. 3, pp. AB1-AB46
Open Access | Times Cited: 1
Assessing the Multimodal Literacy Practices of Young Emergent Bilinguals
Sally Brown, Ling Hao, Rong Zhang
(2023), pp. 373-401
Closed Access
Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments
Jennifer Alford
English in Education (2023) Vol. 57, Iss. 4, pp. 262-282
Closed Access
Reconceptualizing Reflection as Relational Ontological Practices Within the Context of Writing Instruction
Minyoung Kim, Richard Beach, David Bloome
Advances in higher education and professional development book series (2022), pp. 163-184
Closed Access
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