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.
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Showing 1-25 of 73 citing articles:
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal
Lauren M. Singer, Patricia A. Alexander
Review of Educational Research (2017) Vol. 87, Iss. 6, pp. 1007-1041
Closed Access | Times Cited: 265
Lauren M. Singer, Patricia A. Alexander
Review of Educational Research (2017) Vol. 87, Iss. 6, pp. 1007-1041
Closed Access | Times Cited: 265
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity
Minna Torppa, Kenneth Eklund, Sari Sulkunen, et al.
Journal of Research in Reading (2017) Vol. 41, Iss. 1, pp. 122-139
Open Access | Times Cited: 70
Minna Torppa, Kenneth Eklund, Sari Sulkunen, et al.
Journal of Research in Reading (2017) Vol. 41, Iss. 1, pp. 122-139
Open Access | Times Cited: 70
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being
Minna Torppa, Kati Vasalampi, Kenneth Eklund, et al.
Educational Psychology (2019) Vol. 40, Iss. 1, pp. 62-81
Open Access | Times Cited: 59
Minna Torppa, Kati Vasalampi, Kenneth Eklund, et al.
Educational Psychology (2019) Vol. 40, Iss. 1, pp. 62-81
Open Access | Times Cited: 59
The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection: A mixed methods study.
Matthew T. McCrudden, Tonje Stenseth, Ivar Bråten, et al.
Journal of Educational Psychology (2015) Vol. 108, Iss. 2, pp. 147-162
Open Access | Times Cited: 58
Matthew T. McCrudden, Tonje Stenseth, Ivar Bråten, et al.
Journal of Educational Psychology (2015) Vol. 108, Iss. 2, pp. 147-162
Open Access | Times Cited: 58
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis
André Bittermann, Danielle S. McNamara, Bianca A. Simonsmeier, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
André Bittermann, Danielle S. McNamara, Bianca A. Simonsmeier, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
Individual Differences In Multiple Document Comprehension
Sarit Barzilai, Helge I. Strømsø
Routledge eBooks (2018), pp. 99-116
Closed Access | Times Cited: 42
Sarit Barzilai, Helge I. Strømsø
Routledge eBooks (2018), pp. 99-116
Closed Access | Times Cited: 42
A Systematic Review of the Core Components of Language Learning Strategy Research in Taiwan
Nathan Thomas, Neil Evan Jon Anthony Bowen, Barry Lee Reynolds, et al.
English Teaching & Learning (2021) Vol. 45, Iss. 3, pp. 355-374
Open Access | Times Cited: 27
Nathan Thomas, Neil Evan Jon Anthony Bowen, Barry Lee Reynolds, et al.
English Teaching & Learning (2021) Vol. 45, Iss. 3, pp. 355-374
Open Access | Times Cited: 27
Does values impact intention to use sustainable mobility? An evidence from metropolitan cities of India
Sourabh D. Kulkarni, Sukhjeet Kaur, Arghya Ray, et al.
Research in Transportation Business & Management (2025) Vol. 59, pp. 101290-101290
Closed Access
Sourabh D. Kulkarni, Sukhjeet Kaur, Arghya Ray, et al.
Research in Transportation Business & Management (2025) Vol. 59, pp. 101290-101290
Closed Access
Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES )
Montserrat Cubillos, Mónica Zegers, Himilcon Inciarte
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Closed Access
Montserrat Cubillos, Mónica Zegers, Himilcon Inciarte
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Closed Access
Unpacking heterogeneity: Executive function and reading development in U.S. multilingual children from kindergarten to third grade
Jackie Eunjung Relyea
Learning and Individual Differences (2025) Vol. 120, pp. 102690-102690
Closed Access
Jackie Eunjung Relyea
Learning and Individual Differences (2025) Vol. 120, pp. 102690-102690
Closed Access
Why Are Learning and Teaching Mathematics So Difficult?
Alan H. Schoenfeld
Springer eBooks (2022), pp. 1-35
Closed Access | Times Cited: 18
Alan H. Schoenfeld
Springer eBooks (2022), pp. 1-35
Closed Access | Times Cited: 18
Correlates of K-12 Students’ Intertextual Integration
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
Daniel R. Espinas, Brennan W. Chandler
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study
Naomi Adjoa Nana Yeboah Boakye
Reading & Writing (2015) Vol. 6, Iss. 1
Open Access | Times Cited: 29
Naomi Adjoa Nana Yeboah Boakye
Reading & Writing (2015) Vol. 6, Iss. 1
Open Access | Times Cited: 29
What motivates avid readers to maintain a regular reading habit in adulthood?
Margaret K. Merga
The Australian Journal of Language and Literacy (2017) Vol. 40, Iss. 2, pp. 146-156
Closed Access | Times Cited: 29
Margaret K. Merga
The Australian Journal of Language and Literacy (2017) Vol. 40, Iss. 2, pp. 146-156
Closed Access | Times Cited: 29
What Makes Learners Overestimate Their Text Comprehension? The Impact of Learner Characteristics on Judgment Bias
Stefanie Golke, Tim M. Steininger, Jörg Wittwer
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2405-2450
Open Access | Times Cited: 14
Stefanie Golke, Tim M. Steininger, Jörg Wittwer
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2405-2450
Open Access | Times Cited: 14
Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement
Eunjee Jang, Young Sik Seo, Janina Brutt‐Griffler
Reading Research Quarterly (2022) Vol. 58, Iss. 1, pp. 160-176
Closed Access | Times Cited: 14
Eunjee Jang, Young Sik Seo, Janina Brutt‐Griffler
Reading Research Quarterly (2022) Vol. 58, Iss. 1, pp. 160-176
Closed Access | Times Cited: 14
Post-truth epistemic beliefs rooted in the Dark Factor of Personality are associated with higher COVID-19 vaccination refusal
Jan Philipp Rudloff, Fabian Hutmacher, Markus Appel
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 8
Jan Philipp Rudloff, Fabian Hutmacher, Markus Appel
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 8
Teachers’ Support for Learners’ Metacognitive Awareness
Heli Kallio, Manne Kallio, Kalle Virta, et al.
Scandinavian Journal of Educational Research (2020) Vol. 65, Iss. 5, pp. 802-818
Closed Access | Times Cited: 21
Heli Kallio, Manne Kallio, Kalle Virta, et al.
Scandinavian Journal of Educational Research (2020) Vol. 65, Iss. 5, pp. 802-818
Closed Access | Times Cited: 21
Individual differences in expecting coherence relations: Exploring the variability in sensitivity to contextual signals in discourse
Merel Scholman, Vera Demberg, Ted Sanders
Discourse Processes (2020) Vol. 57, Iss. 10, pp. 844-861
Open Access | Times Cited: 21
Merel Scholman, Vera Demberg, Ted Sanders
Discourse Processes (2020) Vol. 57, Iss. 10, pp. 844-861
Open Access | Times Cited: 21
Role of Family Risk and of Pre-Reading Auditory and Neurostructural Measures in Predicting Reading Outcome
Lauren Blockmans, Narly Golestani, Josué Luiz Dalboni da Rocha, et al.
Neurobiology of Language (2023) Vol. 4, Iss. 3, pp. 474-500
Open Access | Times Cited: 7
Lauren Blockmans, Narly Golestani, Josué Luiz Dalboni da Rocha, et al.
Neurobiology of Language (2023) Vol. 4, Iss. 3, pp. 474-500
Open Access | Times Cited: 7
Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction
Elena Forzani, Christina L. Dobbs, Christine Montecillo Leider, et al.
The Reading Teacher (2024) Vol. 77, Iss. 5, pp. 756-764
Closed Access | Times Cited: 2
Elena Forzani, Christina L. Dobbs, Christine Montecillo Leider, et al.
The Reading Teacher (2024) Vol. 77, Iss. 5, pp. 756-764
Closed Access | Times Cited: 2
Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016
Byeong‐Young Cho, HyeJin Hwang, Bong Gee Jang
International Journal of Educational Research (2020) Vol. 105, pp. 101696-101696
Closed Access | Times Cited: 19
Byeong‐Young Cho, HyeJin Hwang, Bong Gee Jang
International Journal of Educational Research (2020) Vol. 105, pp. 101696-101696
Closed Access | Times Cited: 19
Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View
Carol Griffiths, Adem Soruç
English Teaching & Learning (2021) Vol. 45, Iss. 3, pp. 339-353
Open Access | Times Cited: 16
Carol Griffiths, Adem Soruç
English Teaching & Learning (2021) Vol. 45, Iss. 3, pp. 339-353
Open Access | Times Cited: 16
Understanding multiple profiles of reading attitudes among adolescents
Bong Gee Jang, Dawnelle Henretty
Middle School Journal (2019) Vol. 50, Iss. 3, pp. 26-35
Closed Access | Times Cited: 18
Bong Gee Jang, Dawnelle Henretty
Middle School Journal (2019) Vol. 50, Iss. 3, pp. 26-35
Closed Access | Times Cited: 18
Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students
Amy M. Elleman, Laura M. Steacy, Jennifer K. Gilbert, et al.
Learning and Individual Differences (2022) Vol. 98, pp. 102182-102182
Closed Access | Times Cited: 10
Amy M. Elleman, Laura M. Steacy, Jennifer K. Gilbert, et al.
Learning and Individual Differences (2022) Vol. 98, pp. 102182-102182
Closed Access | Times Cited: 10
