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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:

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis
Colby Hall, Katlynn Dahl‐Leonard, Eunsoo Cho, et al.
Reading Research Quarterly (2022) Vol. 58, Iss. 2, pp. 285-312
Open Access | Times Cited: 72

Showing 1-25 of 72 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
Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis
Katlynn Dahl‐Leonard, Colby Hall, Eunsoo Cho, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Neurostimulation improves reading and alters communication within reading networks in dyslexia
Sabrina Turker, Philipp Kuhnke, Vincent K.M. Cheung, et al.
Annals of the New York Academy of Sciences (2025) Vol. 1544, Iss. 1, pp. 172-189
Open Access | Times Cited: 1
Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia
Julian G. Elliott, Elena L. Grigorenko
Annals of Dyslexia (2024) Vol. 74, Iss. 3, pp. 363-377
Open Access | Times Cited: 7
Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners
Miao Li, Shuai Zhang, Yuting Liu, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Closed Access
Tutoring Young Children at Risk of Developing Reading Difficulties: Effects of an Early Tutoring Intervention on Literacy Skills and Executive Functions
Julie Kaas Seerup, Jens Dietrichson, Vibeke Myrup Jensen, et al.
Journal of Education for Students Placed at Risk (JESPAR) (2025), pp. 1-31
Open Access
Impact d’interventions pédagogiques sur les performances des collégiens souffrant de difficultés d’apprentissages en langage écrit et mathématiques. Une étude contrôlée
C. Billard, Sahawanatou Gassama, Monique Touzin, et al.
Neuropsychiatrie de l Enfance et de l Adolescence (2025)
Closed Access
Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia
Jessica R. Toste, Nathan H. Clemens, Marissa J. Filderman, et al.
Learning Disability Quarterly (2025)
Closed Access
Reprint of: Impact of pedagogical interventions on written language or math learning difficulties in middle schoolers: A nonrandomized controlled study
C. Billard, Sahawanatou Gassama, Monique Touzin, et al.
Neuropsychiatrie de l Enfance et de l Adolescence (2025)
Closed Access
Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder
Norma Hancock, Sean M. Redmond, Annie B. Fox, et al.
American Journal of Speech-Language Pathology (2025), pp. 1-17
Closed Access
An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia
Brian Gearin, Jessica Turtura, Kim A. Anderson, et al.
Annals of Dyslexia (2024) Vol. 74, Iss. 3, pp. 337-354
Closed Access | Times Cited: 3
Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention?
Maria Luisa Lorusso, Alessio Toraldo
Brain Sciences (2023) Vol. 13, Iss. 2, pp. 328-328
Open Access | Times Cited: 9
Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia
Katlynn Dahl‐Leonard, Colby Hall, Philip Capin, et al.
Annals of Dyslexia (2023) Vol. 73, Iss. 2, pp. 288-313
Closed Access | Times Cited: 4
New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know
Adrea J. Truckenmiller
The Reading Teacher (2024) Vol. 77, Iss. 5, pp. 705-711
Open Access | Times Cited: 1
Genetic Modifications of Developmental Dyslexia and Its Representation Using In Vivo, In Vitro Model
Zakiyyah Munirah Mohd Zaki, Siti Atiyah Ali, Mazira Mohamad Ghazali, et al.
Global Medical Genetics (2024) Vol. 11, Iss. 01, pp. 076-085
Open Access | Times Cited: 1
Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study
Hyunju Lee, In-Hye Song, Woo Young Kim, et al.
Journal of korean Academy of Child and Adolescent Psychiatry (2024) Vol. 35, Iss. 2, pp. 143-149
Open Access | Times Cited: 1
Technology-Enhanced Mulsemedia Learning (TEML) Through Design for Learners with Dyslexia for Enhancing the Quality of Experience (QoE)
M. Mohana, Aleph Campos da Silveira, P. Subashini, et al.
Lecture notes in educational technology (2024), pp. 221-243
Closed Access | Times Cited: 1
Early cognitive predictors of spelling and reading in German-speaking children
Jan Sigmund, Heike Mehlhase, Gerd Schulte‐Körne, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Towards the Intervention of Dyslexia: a Complex Concept of Dyslexia Intervention System using Eye-Tracking
Nicol Dostálová, Petra Daňsová, Stanislav Ježek, et al.
(2024), pp. 1-6
Closed Access | Times Cited: 1
Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support
Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, et al.
Remedial and Special Education (2024)
Closed Access | Times Cited: 1
Efficacy of Small Group Reading Intervention for Grade 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial
Kristy Dunn, George K. Georgiou, Robert Savage, et al.
Journal of Learning Disabilities (2024)
Open Access | Times Cited: 1
An Evaluation of the Performance of Stopping Rules in AI-aided Screening for Psychological Meta-Analytical Research
Lars König, Steffen Zitzmann, Tim Fütterer, et al.
(2023)
Open Access | Times Cited: 3
Characterizing Home Literacy in Children with Developmental Language Disorder Before and During COVID-19 School Closures
Katharine Radville, Rouzana Komesidou, Julie A. Wolter, et al.
(2022)
Closed Access | Times Cited: 5
Examining the heterogeneous early literacy profiles of first-grade students who are English learners
Isabel Vargas, Mia Cristina Daucourt, Colby Hall, et al.
Reading and Writing (2023) Vol. 37, Iss. 8, pp. 1931-1953
Closed Access | Times Cited: 2
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Alexis N. Boucher, Bethany H. Bhat, Nathan H. Clemens, et al.
Journal of Learning Disabilities (2023) Vol. 57, Iss. 4, pp. 203-223
Closed Access | Times Cited: 2
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