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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:

Individual Differences In Multiple Document Comprehension
Sarit Barzilai, Helge I. Strømsø
Routledge eBooks (2018), pp. 99-116
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
Sarit Barzilai, Asnat R. Zohar, Shiri Mor-Hagani
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 973-999
Closed Access | Times Cited: 141
Discourse synthesis: Textual transformations in writing from sources
Nancy Nelson Spivey, James R. King
Reading and Writing (2022) Vol. 36, Iss. 4, pp. 769-808
Closed Access | Times Cited: 33
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
Measuring Multiple Text Integration: A Review
Liron Primor, Tami Katzir
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 41
Exploring the collaborative synthesis of information during online reading
Carita Kiili, Donald J. Leu
Computers in Human Behavior (2019) Vol. 95, pp. 146-157
Open Access | Times Cited: 37
Advanced theory of mind uniquely contributes to children’s multiple-text comprehension
Elena Florit, Pietro De Carli, Giuditta Giunti, et al.
Journal of Experimental Child Psychology (2019) Vol. 189, pp. 104708-104708
Closed Access | Times Cited: 37
Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds
Sarit Barzilai, Shiri Mor-Hagani, Asnat R. Zohar, et al.
Computers & Education (2020) Vol. 157, pp. 103980-103980
Closed Access | Times Cited: 34
Investigating elementary school students’ text-based argumentation with multiple online information resources
Carita Kiili, Ivar Bråten, Nina Kullberg, et al.
Computers & Education (2019) Vol. 147, pp. 103785-103785
Open Access | Times Cited: 35
Summarizing versus rereading multiple documents
Danielle S. McNamara, Micah Watanabe, Linh Huynh, et al.
Contemporary Educational Psychology (2023) Vol. 76, pp. 102238-102238
Closed Access | Times Cited: 9
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
Sourcing on the internet: Examining the relations among different phases of online inquiry
Carita Kiili, Elena Forzani, Eva Wennås Brante, et al.
Computers and Education Open (2021) Vol. 2, pp. 100037-100037
Open Access | Times Cited: 22
Improving multiple document comprehension with a lesson about multi-causal explanations in science
Thomas D. Griffin, Allison J. Jaeger, M. Anne Britt, et al.
Instructional Science (2024) Vol. 52, Iss. 4, pp. 639-664
Closed Access | Times Cited: 2
Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration
Liron Primor, Sarit Barzilai
Contemporary Educational Psychology (2024) Vol. 77, pp. 102270-102270
Closed Access | Times Cited: 2
Reasoning beyond history: examining students’ strategy use when completing a multiple text task addressing a controversial topic in education
Alexandra List, Hongcui Du
Reading and Writing (2020) Vol. 34, Iss. 4, pp. 1003-1048
Closed Access | Times Cited: 19
Belief bias when adolescents read to comprehend multiple conflicting texts
Jason L. G. Braasch, Ymkje E. Haverkamp, Natalia Latini, et al.
Reading and Writing (2022) Vol. 35, Iss. 8, pp. 1759-1785
Closed Access | Times Cited: 12
Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts
Inka Hähnlein, Pablo Pirnay‐Dummer
Educational Technology Research and Development (2024) Vol. 72, Iss. 4, pp. 2159-2185
Open Access | Times Cited: 2
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Fabian Lang, Yvonne Kammerer, Kerstin Oschatz, et al.
International Journal of Science Education (2020) Vol. 42, Iss. 3, pp. 350-371
Closed Access | Times Cited: 12
Working toward a theoretical model for source comprehension in everyday discourse
Jason L. G. Braasch, Erica D. Kessler
Discourse Processes (2021) Vol. 58, Iss. 5-6, pp. 449-467
Closed Access | Times Cited: 11
Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence
Kathryn S. McCarthy, Eleanor Fang Yan
Policy Insights from the Behavioral and Brain Sciences (2023) Vol. 11, Iss. 1, pp. 19-26
Closed Access | Times Cited: 4
Epistemic change and diverging information: How do prior epistemic beliefs affect the efficacy of short-term interventions?
Martin Kerwer, Tom Rosman
Learning and Individual Differences (2020) Vol. 80, pp. 101886-101886
Open Access | Times Cited: 11
Integration in Multiple-Document Comprehension: A Natural Language Processing Approach
Allison N. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, et al.
Discourse Processes (2022) Vol. 59, Iss. 5-6, pp. 417-438
Closed Access | Times Cited: 7
Disentangling the process of epistemic change: The role of epistemic volition
Martin Kerwer, Tom Rosman, Oliver Wedderhoff, et al.
British Journal of Educational Psychology (2020) Vol. 91, Iss. 1, pp. 1-26
Open Access | Times Cited: 9
Assessing reading and online research comprehension: Do difficulties in attention and executive function matter?
Laura Kanniainen, Carita Kiili, Asko Tolvanen, et al.
Learning and Individual Differences (2021) Vol. 87, pp. 101985-101985
Open Access | Times Cited: 9
Role of advanced theory of mind in teenagers’ evaluation of source information
Yann Dyoniziak, Anna Potocki, Jean‐François Rouet
Discourse Processes (2023) Vol. 60, Iss. 4-5, pp. 363-377
Closed Access | Times Cited: 3
Reading for university or for myself? Effects of context and beliefs about science on college students’ document selection.
Cornelia Schoor, Jean‐François Rouet, M. Anne Britt
Journal of Educational Psychology (2023) Vol. 116, Iss. 3, pp. 317-345
Open Access | Times Cited: 3
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