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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.

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Showing 1-25 of 65 citing articles:

The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?
Brayan Díaz, Miguél Nussbaum, Samuel Greiff, et al.
Computers & Education (2024) Vol. 213, pp. 105014-105014
Closed Access | Times Cited: 11
Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations
Teresa Cremin, Laura Scholes
Language and Education (2024) Vol. 38, Iss. 4, pp. 537-559
Open Access | Times Cited: 9
Producing the shadow curriculum: an evaluation of recent changes to initial teacher education in England
Mandy Pierlejewski
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-14
Open Access | Times Cited: 1
Legislating Phonics: Settled Science or Political Polemics?
David Reinking, George Hruby, Victoria J. Risko
Teachers College Record The Voice of Scholarship in Education (2023) Vol. 125, Iss. 1, pp. 104-131
Open Access | Times Cited: 20
Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment
Elena Forzani, Julie A. Corrigan, David Slomp, et al.
Educational Psychologist (2024), pp. 1-24
Closed Access | Times Cited: 6
Responsible Reading: Children’s Literature and Social Justice
Alyson Simpson, Teresa Cremin
Education Sciences (2022) Vol. 12, Iss. 4, pp. 264-264
Open Access | Times Cited: 21
Playing With Story Workshop in the Literacy Classroom
Kimberly Lenters, Ronna Mosher, Stacey Hanzel
The Reading Teacher (2025)
Open Access
Oral language as a foundation for meaningful classroom literacy learning
Katherine Halcrow
Qualitative Research Journal (2025)
Closed Access
What do changes in policy regarding the teaching of phonics since 1995 disclose about successive UK education policymakers' understanding of early reading skills?
Mark Betteney
Literacy (2025)
Open Access
Decoding, reading and writing: the double helix theory of teaching
Dominic Wyse, Charlotte Hacking
Literacy (2024) Vol. 58, Iss. 3, pp. 256-266
Open Access | Times Cited: 3
The Development of a Train-the-Trainer Approach in Reciprocal Reading Instruction in England’s Primary Schools
Maria Cockerill, Joanne O’Keeffe, Allen Thurston, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 183-183
Open Access
Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1
Sophia Giazitzidou, Kyle Levesque, S. Hélène Deacon
Reading Research Quarterly (2025) Vol. 60, Iss. 2
Open Access
Pervasive Motor and Balance Difficulties in University Students With Dyslexia
Martin McPhillips, Helen McNally, Bronagh Taylor, et al.
Dyslexia (2025) Vol. 31, Iss. 2
Open Access
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools
Eleanore Hargreaves, Laura Quick, Denise Buchanan
Journal of Curriculum Studies (2023) Vol. 55, Iss. 5, pp. 545-561
Open Access | Times Cited: 7
What counts as ‘evidence’ in literacy education?
Beverly Derewianka, Helen Harper, Bronwyn Parkin, et al.
The Australian Journal of Language and Literacy (2024)
Open Access | Times Cited: 2
Teaching with social context in instructional video facilitates second language vocabulary learning
Zhicong Zhang, Heming Li, Jiaxian Zhou
Heliyon (2023) Vol. 9, Iss. 3, pp. e14540-e14540
Open Access | Times Cited: 6
Teachers’ creative, critical, and agentic professional learning in liminal spaces
Amanda French, Stephen Griffin, Louise Lambert
Professional Development in Education (2023) Vol. 49, Iss. 4, pp. 693-706
Open Access | Times Cited: 6
Disputing recent attempts to reject the evidence in favour of systematic phonics instruction
Greg Brooks
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
Critiquing narrative inquiry’s epistemological pillars within a large-scale study into the teaching of phonics
Damien Lyons, Janet Scull
International Journal of Research & Method in Education (2023) Vol. 47, Iss. 2, pp. 114-125
Open Access | Times Cited: 5
Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed
Jim Cummins
Journal of Teaching and Learning (2022) Vol. 16, Iss. 1, pp. 85-92
Open Access | Times Cited: 8
Teaching phonics in context—stories of teachers’ practice and students’ outcomes
Janet Scull, Damien Lyons
The Australian Journal of Language and Literacy (2024) Vol. 47, Iss. 2, pp. 181-201
Open Access | Times Cited: 1
Acquiring the structure of a writing system is important in learning to read: a test of the character-word dual-focus approach in learning Chinese as a second language
Lin Chen, Yi Xu, Charles A. Perfetti
Bilingualism Language and Cognition (2024), pp. 1-12
Closed Access | Times Cited: 1
What can second language acquisition research tell us about the phonics ‘pillar’?
Robert Woore
Language Learning Journal (2022) Vol. 50, Iss. 2, pp. 172-185
Open Access | Times Cited: 7
‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson
Loic Menzies
British Educational Research Journal (2024) Vol. 50, Iss. 3, pp. 1576-1593
Closed Access | Times Cited: 1
Where is motivation in the science of reading?
Seth A. Parsons, Joy Dangora Erickson
Phi Delta Kappan (2024) Vol. 105, Iss. 5, pp. 32-36
Closed Access | Times Cited: 1
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