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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:

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland
Joanna Nijakowska, Dina Tsagari, George Spanoudis
Dyslexia (2018) Vol. 24, Iss. 4, pp. 357-379
Open Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context
H. Gülru Yüksel, Emrah Özcan
Dyslexia (2025) Vol. 31, Iss. 2
Open Access
An Assessment of Pre-Service Teachers' Knowledge of Specific Learning Disorders (SpLD) and Recommendations for Improved Preparation
Amaia Aguirregoitia Martínez, Paulo Kortazar Billelabeitia
IGI Global eBooks (2025), pp. 81-114
Closed Access
Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review
Vasiliki Folia, Afroditi Malisiova
European Journal of Investigation in Health Psychology and Education (2025) Vol. 15, Iss. 4, pp. 64-64
Open Access
Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework
Joanna Nijakowska
European Journal of Special Needs Education (2019) Vol. 34, Iss. 2, pp. 189-203
Closed Access | Times Cited: 25
Dyslexia awareness among English language teachers in Türkiye
Arzu Ekoç Özçelik, Sibel Ergün Elverici
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 2
Inclusion and Accessibility in Teacher Education
Joanna Nijakowska, Ewa Guz
Neofilolog (2024), Iss. 62/1, pp. 43-60
Open Access | Times Cited: 2
Teachers’ experiences with dyslexic learners in mainstream classrooms: Implications for teacher education
S’lungile K Thwalaa, Christian S. Ugwuanyi, Chinedu Ifedi Okeke, et al.
International Journal of Higher Education (2020) Vol. 9, Iss. 6, pp. 34-34
Open Access | Times Cited: 13
Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire
Joanna Nijakowska, Dina Tsagari, George Spanoudis
Studies in Second Language Learning and Teaching (2020) Vol. 10, Iss. 4, pp. 779-805
Open Access | Times Cited: 12
Implementing Inclusive Education in Mixed-Ability Classrooms by Employing Differentiated Instruction
Afroditi Malisiova, Georgios Α. Kougioumtzis, Georgios Tsitsas, et al.
Advances in educational technologies and instructional design book series (2023), pp. 155-178
Closed Access | Times Cited: 4
A systematic evidence synthesis of disability and inclusive pedagogy in initial teacher training in English as a Foreign Language
Taufiq Effendi, Allen Thurston, Alison MacKenzie
International Journal of Educational Research Open (2024) Vol. 7, pp. 100350-100350
Open Access | Times Cited: 1
Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective
Solveig Chilla, Gerard Doetjes, Karin Vogt, et al.
Center for Educational Policy Studies Journal (2024)
Open Access | Times Cited: 1
Precocious readers: a cognitive or a linguistic advantage?
Timothy C. Papadopoulos, George Spanoudis, Christiana Ktisti, et al.
European Journal of Psychology of Education (2020) Vol. 36, Iss. 1, pp. 63-90
Closed Access | Times Cited: 9
Teachers’ Knowledge and Perception about Dyslexia: Developing and Validating a Scale
Duygu Tosun, Serkan Arıkan, Nalan Babür
International Journal of Assessment Tools in Education (2021) Vol. 8, Iss. 2, pp. 342-356
Open Access | Times Cited: 9
Special educational needs in bilingual primary schools in the Republic of Ireland
Barrett Mary, William Kinsella, Paula Prendeville
Irish Educational Studies (2019) Vol. 39, Iss. 3, pp. 273-295
Closed Access | Times Cited: 9
Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers
Agnieszka Kałdonek‐Crnjaković, Zrinka Fišer
Journal of language and Education (2021) Vol. 7, Iss. 3, pp. 76-88
Open Access | Times Cited: 7
Giving Students a Voice: Dyslexia and Language Learning Experiences from Childhood to Adulthood in Greece
Emmanouela V. Seiradakis
European Journal of Education and Pedagogy (2023) Vol. 4, Iss. 1, pp. 43-48
Open Access | Times Cited: 2
Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting
Maria Reraki
Support for Learning (2022) Vol. 37, Iss. 3, pp. 480-494
Open Access | Times Cited: 4
Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study
Christopher Flaten Jarsve, Dina Tsagari
Center for Educational Policy Studies Journal (2022) Vol. 12, Iss. 4, pp. 155-180
Open Access | Times Cited: 4
Dyslexia in the context of second language learning and teaching
Joanna Nijakowska
Pragmalinguistica (2020), Iss. Monográfico 2, pp. 257-271
Open Access | Times Cited: 5
English foreign language teachers’ awareness of childhood language impairment
Christina Nicole Giannikas, Maria Kambanaros, Elena Theodorou
Clinical Linguistics & Phonetics (2020) Vol. 35, Iss. 10, pp. 909-925
Closed Access | Times Cited: 4
Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
Joanna Nijakowska
Neofilolog (2022), Iss. 58/2, pp. 161-178
Open Access | Times Cited: 3
Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education
Alma Žero, Karmen Pižorn
Center for Educational Policy Studies Journal (2022) Vol. 12, Iss. 4, pp. 101-127
Open Access | Times Cited: 3
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes
Joanna Nijakowska
Center for Educational Policy Studies Journal (2022) Vol. 12, Iss. 4, pp. 129-154
Open Access | Times Cited: 3
Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach
Mohamad Ahmad Saleem Khasawneh
World Journal of English Language (2024) Vol. 14, Iss. 5, pp. 553-553
Open Access
Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education
Mari Carmen Campoy Cubillo
IntechOpen eBooks (2019)
Open Access | Times Cited: 3
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