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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:

Dyscalculia: Characteristics, Causes, and Treatments
Gavin R. Price, Daniel Ansari
Numeracy (2013) Vol. 6, Iss. 1
Open Access | Times Cited: 110

Showing 1-25 of 110 citing articles:

Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators
Pirjo Aunio, Pekka Räsänen
European Early Childhood Education Research Journal (2015) Vol. 24, Iss. 5, pp. 684-704
Closed Access | Times Cited: 122
Cognitive subtypes of mathematics learning difficulties in primary education
Dimona Bartelet, Daniel Ansari, Anniek Vaessen, et al.
Research in Developmental Disabilities (2014) Vol. 35, Iss. 3, pp. 657-670
Closed Access | Times Cited: 107
Financial Education and Financial Literacy by Income and Education Groups
Jamie Wagner
Journal of Financial Counseling and Planning (2019) Vol. 30, Iss. 1, pp. 132-141
Closed Access | Times Cited: 97
Visual perception can account for the close relation between numerosity processing and computational fluency
Xinlin Zhou, Wei Wei, Yiyun Zhang, et al.
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 93
The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children
Kinga Morsanyi, Bianca M.C.W. van Bers, Teresa McCormack, et al.
British Journal of Psychology (2018) Vol. 109, Iss. 4, pp. 917-940
Open Access | Times Cited: 90
No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities
Irene C. Mammarella, Enrico Toffalini, Sara Caviola, et al.
Journal of Child Psychology and Psychiatry (2021) Vol. 62, Iss. 6, pp. 704-714
Open Access | Times Cited: 56
Number Processing and Heterogeneity of Developmental Dyscalculia
Kenny Skagerlund, Ulf Träff
Journal of Learning Disabilities (2014) Vol. 49, Iss. 1, pp. 36-50
Open Access | Times Cited: 83
ICT Based Screening Tools and Etiology of Dyscalculia
Athanasios Drigas, Marios A. Pappas
International Journal of Engineering Pedagogy (iJEP) (2015) Vol. 5, Iss. 3, pp. 61-61
Open Access | Times Cited: 73
(Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis
Christin Schwenk, Delphine Sasanguie, Jörg‐Tobias Kuhn, et al.
Research in Developmental Disabilities (2017) Vol. 64, pp. 152-167
Open Access | Times Cited: 68
A Review of Early Numeracy Interventions for Children at Risk in Mathematics
Riikka Mononen, Pirjo Aunio, Tuire Koponen, et al.
International Journal of Early Childhood Special Education (2014) Vol. 6, Iss. 1, pp. 25-25
Open Access | Times Cited: 64
Multi-method brain imaging reveals impaired representations of number as well as altered connectivity in adults with dyscalculia
Jessica Bulthé, Jellina Prinsen, Jolijn Vanderauwera, et al.
NeuroImage (2018) Vol. 190, pp. 289-302
Open Access | Times Cited: 57
Evidence for distinct magnitude systems for symbolic and non-symbolic number
Delphine Sasanguie, Bert De Smedt, Bert Reynvoet
Psychological Research (2015) Vol. 81, Iss. 1, pp. 231-242
Closed Access | Times Cited: 56
How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy
Celia Goffin, Daniel Ansari
Mind Brain and Education (2019) Vol. 13, Iss. 3, pp. 143-156
Closed Access | Times Cited: 47
An Integrated Model of Financial Literacy among B–School Graduates Using Fuzzy AHP and Factor Analysis
Shivani Inder, Arun Aggarwal, Sahil Gupta, et al.
˜The œjournal of wealth management (2020) Vol. 23, Iss. 4, pp. 92-110
Closed Access | Times Cited: 45
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence
Gemma Muncer, Philip A. Higham, Corentin J. Gosling, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 301-334
Open Access | Times Cited: 35
Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles
Ulf Träff, Linda Olsson, Rickard Östergren, et al.
Frontiers in Psychology (2017) Vol. 7
Open Access | Times Cited: 42
Why Do We Find it so Hard to Calculate the Burden of Neurodevelopmental Disorders
Mary Ann Megan Cleaton, Amanda Kirby
Journal of Childhood & Developmental Disorders (2018) Vol. 04, Iss. 03
Open Access | Times Cited: 42
Mathematical abilities in elementary school: Do they relate to number–space associations?
Carrie Georges, Danielle Hoffmann, Christine Schiltz
Journal of Experimental Child Psychology (2017) Vol. 161, pp. 126-147
Closed Access | Times Cited: 41
Clinical practice guidelines on assessment and management of specific learning disorders
HenalRakesh Shah, JohnKommu Vijay Sagar, MansiPradeep Somaiya, et al.
Indian Journal of Psychiatry (2019) Vol. 61, Iss. 8, pp. 211-211
Open Access | Times Cited: 37
Financial Socialization, Financial Literacy, and Financial Behavior of Adults in New Zealand
Rashid Ameer, Robert Khan
Journal of Financial Counseling and Planning (2020) Vol. 31, Iss. 2, pp. 313-329
Closed Access | Times Cited: 36
Preservice teachers’ intervention approaches for students with barriers to learning mathematics
Hea-Jin Lee, Leah Herner-Patnode
Teaching Education (2025), pp. 1-18
Open Access
Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities
Heidi Hellstrand, Santeri Holopainen, Johan Korhonen, et al.
Research in Developmental Disabilities (2024) Vol. 151, pp. 104795-104795
Open Access | Times Cited: 3
Place‐value understanding in number line estimation predicts future arithmetic performance
Julia Dietrich, Stefan Huber, Tanja Dackermann, et al.
British Journal of Developmental Psychology (2016) Vol. 34, Iss. 4, pp. 502-517
Closed Access | Times Cited: 30
Weighing the Cost and Benefit of Transcranial Direct Current Stimulation on Different Reading Subskills
Jessica Wise Younger, Melissa Randazzo Wagner, James R. Booth
Frontiers in Neuroscience (2016) Vol. 10
Open Access | Times Cited: 27
Neurocognitive mechanisms of co‐occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing
Rebecca A. Marks, Courtney Pollack, Steven L. Meisler, et al.
Developmental Science (2023) Vol. 27, Iss. 2
Open Access | Times Cited: 8
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