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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:

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.
Suzanne E. Mol, Adriana G. Bus
Psychological Bulletin (2011) Vol. 137, Iss. 2, pp. 267-296
Closed Access | Times Cited: 1126

Showing 26-50 of 1126 citing articles:

Why poor children are more likely to become poor readers: The school years
Jennifer Buckingham, Kevin Wheldall, Robyn Wheldall
Australian Journal of Education (2013) Vol. 57, Iss. 3, pp. 190-213
Closed Access | Times Cited: 158
The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect
Dawna Duff, J. Bruce Tomblin, Hugh W. Catts
Journal of Speech Language and Hearing Research (2015) Vol. 58, Iss. 3, pp. 853-864
Open Access | Times Cited: 153
Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension
Ellen Schaffner, Ulrich Schiefele, Hannah Ulferts
Reading Research Quarterly (2013) Vol. 48, Iss. 4, pp. 369-385
Closed Access | Times Cited: 152
Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall
Anna Richter, Mary L. Courage
Journal of Applied Developmental Psychology (2017) Vol. 48, pp. 92-102
Closed Access | Times Cited: 152
Reading achievement and reading self-concept – Testing the reciprocal effects model
Jan Retelsdorf, Olaf Köller, Jens Møller
Learning and Instruction (2013) Vol. 29, pp. 21-30
Closed Access | Times Cited: 148
PISA 2018

Waxmann Verlag GmbH eBooks (2019)
Open Access | Times Cited: 145
The interactive animated e-book as a word learning device for kindergartners
Daisy J. H. Smeets, Adriana G. Bus
Applied Psycholinguistics (2014) Vol. 36, Iss. 4, pp. 899-920
Closed Access | Times Cited: 144
Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’
Richard L. Sparks, Jon Patton, Amy Murdoch
Reading and Writing (2013) Vol. 27, Iss. 1, pp. 189-211
Closed Access | Times Cited: 143
Students' extracurricular reading behavior and the development of vocabulary and reading comprehension
Maximilian Pfost, Tobias Dörfler, Cordula Artelt
Learning and Individual Differences (2013) Vol. 26, pp. 89-102
Closed Access | Times Cited: 143
Comparing relations of motivation, engagement, and achievement among struggling and advanced adolescent readers
Susan Lutz Klauda, John T. Guthrie
Reading and Writing (2014) Vol. 28, Iss. 2, pp. 239-269
Open Access | Times Cited: 138
The Dyslexia Debate
Julian Elliott, Elena L. Grigorenko
(2014)
Closed Access | Times Cited: 132
Nurturing a lexical legacy: reading experience is critical for the development of word reading skill
Kate Nation
npj Science of Learning (2017) Vol. 2, Iss. 1
Open Access | Times Cited: 131
Lost in an iPad
Anne Mangen, Don Kuiken
Scientific Study of Literature (2014) Vol. 4, Iss. 2, pp. 150-177
Closed Access | Times Cited: 129
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability
Christina Yeager Pelatti, Shayne B. Piasta, Laura M. Justice, et al.
Early Childhood Research Quarterly (2014) Vol. 29, Iss. 4, pp. 445-456
Closed Access | Times Cited: 129
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Catrina Liu, George K. Georgiou, George Manolitsis
Early Childhood Research Quarterly (2017) Vol. 43, pp. 1-10
Closed Access | Times Cited: 128
What you read matters: The role of fiction genre in predicting interpersonal sensitivity.
Katrina Fong, Justin B. Mullin, Raymond A. Mar
Psychology of Aesthetics Creativity and the Arts (2013) Vol. 7, Iss. 4, pp. 370-376
Closed Access | Times Cited: 126
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
Minna Torppa, Pekka Niemi, Kati Vasalampi, et al.
Child Development (2019) Vol. 91, Iss. 3, pp. 876-900
Open Access | Times Cited: 122
How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children
Jamie Jirout, Jennifer LoCasale‐Crouch, Khara L. P. Turnbull, et al.
Nutrients (2019) Vol. 11, Iss. 8, pp. 1953-1953
Open Access | Times Cited: 122
Why poor children are more likely to become poor readers: the early years
Jennifer Buckingham, Robyn Beaman, Kevin Wheldall
Educational Review (2013) Vol. 66, Iss. 4, pp. 428-446
Closed Access | Times Cited: 118
Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors
Sarah McGeown, Cara Osborne, Amy Warhurst, et al.
Journal of Research in Reading (2015) Vol. 39, Iss. 1, pp. 109-125
Closed Access | Times Cited: 116
Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers
Bruce D. Homer, Charles K. Kinzer, Jan L. Plass, et al.
Computers & Education (2014) Vol. 74, pp. 37-49
Closed Access | Times Cited: 111
Reading ability and print exposure: item response theory analysis of the author recognition test
Mariah Moore, Peter C. Gordon
Behavior Research Methods (2014) Vol. 47, Iss. 4, pp. 1095-1109
Open Access | Times Cited: 105
Longitudinal stability of pre‐reading skill profiles of kindergarten children: implications for early screening and theories of reading
Ola Ozernov‐Palchik, Elizabeth S. Norton, Georgios D. Sideridis, et al.
Developmental Science (2016) Vol. 20, Iss. 5
Open Access | Times Cited: 102
Reading to young children: A head-start in life?
Guyonne Kalb, Jan C. van Ours
Economics of Education Review (2014) Vol. 40, pp. 1-24
Open Access | Times Cited: 100
Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication
Margaret Troyer, James S. Kim, Elizabeth Hale, et al.
Reading and Writing (2018) Vol. 32, Iss. 5, pp. 1197-1218
Closed Access | Times Cited: 94

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