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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:

Do Published Studies Yield Larger Effect Sizes than Unpublished Studies in Education and Special Education? A Meta-review
Jason C. Chow, Eric Ekholm
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 727-744
Closed Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

Systematic Reviews in Educational Research: Methodology, Perspectives and Application
Mark Newman, David Gough
Springer eBooks (2019), pp. 3-22
Closed Access | Times Cited: 422
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
Maria Theobald
Contemporary Educational Psychology (2021) Vol. 66, pp. 101976-101976
Open Access | Times Cited: 245
The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions
Christina Cipriano, Michael J. Strambler, Lauren H. Naples, et al.
Child Development (2023) Vol. 94, Iss. 5, pp. 1181-1204
Closed Access | Times Cited: 151
Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review
Juan Liu, Peng Peng, Baobao Zhao, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2867-2896
Closed Access | Times Cited: 73
The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature
Aisling Leavy, Lara K. Dick, Μaria Meletiou-Mavrotheris, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1061-1082
Open Access | Times Cited: 62
Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents
Sameh Said‐Metwaly, Belén Fernández‐Castilla, Eva Kyndt, et al.
Educational Psychology Review (2020) Vol. 33, Iss. 1, pp. 275-298
Open Access | Times Cited: 89
Effective Programs in Elementary Mathematics: A Meta-Analysis
Marta Pellegrini, Cynthia Lake, Amanda Neitzel, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 58
Registered reports and replications: An ongoing Journal of School Psychology initiative
Jeffery P. Braden
Journal of School Psychology (2024) Vol. 103, pp. 101294-101294
Closed Access | Times Cited: 9
Early Speech and Language Development in Children With Nonsyndromic Cleft Lip and/or Palate: A Meta-Analysis
Hope Sparks Lancaster, Kari Lien, Jason C. Chow, et al.
Journal of Speech Language and Hearing Research (2019) Vol. 63, Iss. 1, pp. 14-31
Open Access | Times Cited: 67
Best Practice Guidelines and Essential Methodological Steps to Conduct Rigorous and Systematic Meta‐Reviews
Emily A. Hennessy, Blair T. Johnson, Ciara Keenan
Applied Psychology Health and Well-Being (2019) Vol. 11, Iss. 3, pp. 353-381
Open Access | Times Cited: 64
Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling
Peng Peng, Kejin Lee, Jie Luo, et al.
Review of Educational Research (2020) Vol. 91, Iss. 1, pp. 3-33
Closed Access | Times Cited: 63
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
Steve Graham, Michael Hébert, Evan J. Fishman, et al.
Journal of Learning Disabilities (2020) Vol. 53, Iss. 4, pp. 292-310
Closed Access | Times Cited: 59
The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study
Jing Chen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies
Zehra E. Ünal, Nathaniel R. Greene, Xin Lin, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 21
High-Quality Systematic Literature Reviews in Special Education: Promoting Coherence, Contextualization, Generativity, and Transparency
Michelle M. Cumming, Elizabeth Bettini, Jason C. Chow
Exceptional Children (2023) Vol. 89, Iss. 4, pp. 412-431
Open Access | Times Cited: 18
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
Samantha A. Gesel, Lauren M. LeJeune, Jason C. Chow, et al.
Journal of Learning Disabilities (2020) Vol. 54, Iss. 4, pp. 269-283
Closed Access | Times Cited: 48
A meta‐analytic review of the effectiveness of psychological treatment of functional/dissociative seizures on non‐seizure outcomes in adults
C. J. Gaskell, Niall Power, Barbora Nováková, et al.
Epilepsia (2023) Vol. 64, Iss. 7, pp. 1722-1738
Open Access | Times Cited: 15
A Systematic Review and Meta-Analysis of the Language Skills of Youth Offenders
Jason C. Chow, Erin Wallace, Reed Senter, et al.
Journal of Speech Language and Hearing Research (2022) Vol. 65, Iss. 3, pp. 1166-1182
Closed Access | Times Cited: 20
Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties
Garrett J. Roberts, Eunsoo Cho, Justin D. Garwood, et al.
Educational Psychology Review (2019) Vol. 32, Iss. 1, pp. 17-47
Closed Access | Times Cited: 32
Physical therapy interventions to improve sitting ability in children with or at‐risk for cerebral palsy: a systematic review and meta‐analysis
Ketaki Inamdar, Rebecca M. Molinini, Siva Tejaa Panibatla, et al.
Developmental Medicine & Child Neurology (2020) Vol. 63, Iss. 4, pp. 396-406
Open Access | Times Cited: 32
Perfectionism in Academically Gifted Students: A Systematic Review
Michael C. Grugan, Andrew P. Hill, Daniel J. Madigan, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1631-1673
Closed Access | Times Cited: 25
Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions
Allison L. Bruhn, Allison F. Gilmour, Ashley Rila, et al.
Journal of Positive Behavior Interventions (2020) Vol. 24, Iss. 2, pp. 156-168
Closed Access | Times Cited: 25
Quality is Critical for Meaningful Synthesis of Afterschool Program Effects: A Systematic Review and Meta-analysis
Ashlee M. Lester, Jason C. Chow, Theresa N. Melton
Journal of Youth and Adolescence (2020) Vol. 49, Iss. 2, pp. 369-382
Closed Access | Times Cited: 21
The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis
Jennifer R. Ledford, Joseph M. Lambert, Erin E. Barton, et al.
Focus on Autism and Other Developmental Disabilities (2021) Vol. 36, Iss. 3, pp. 135-147
Closed Access | Times Cited: 19
Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research
Jason C. Chow, Jennifer R. Ledford, Sienna A. Windsor, et al.
Exceptional Children (2023) Vol. 90, Iss. 1, pp. 76-92
Closed Access | Times Cited: 7
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