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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:

Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction
Jeffrey S. Bowers
Educational Psychology Review (2020) Vol. 32, Iss. 3, pp. 681-705
Open Access | Times Cited: 73

Showing 1-25 of 73 citing articles:

Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading
Dominic Wyse, Alice Bradbury
Review of Education (2022) Vol. 10, Iss. 1
Open Access | Times Cited: 65
Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia
Sara Bertoni, Chiara Andreola, Sara Mascheretti, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 9
Educational Psychology
Brett Puterbaugh, Amy Rogers, Meg Swanson, et al.
(2021), pp. 65-95
Open Access | Times Cited: 41
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
A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers
Catherine Compton‐Lilly, Ayan Mitra, Mary Guay, et al.
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 39
Action Video Games Training in Children with Developmental Dyslexia: A Meta-Analysis
Giovanna Puccio, Giulia Gazzi, Sara Bertoni, et al.
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 22, pp. 6829-6844
Closed Access | Times Cited: 11
On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge
Amanda L. Yurick, Morris R. Council, Alana Oif Telesman, et al.
Behavior and Social Issues (2024) Vol. 33, Iss. 1, pp. 563-580
Closed Access | Times Cited: 4
Tracking Developmental Changes in the Use of Syllables as Segmental and Prelexical Reading Units: A Longitudinal Approach in French Children
Norbert Maïonchi‐Pino, Élise Runge, Damien Chabanal
Reading Research Quarterly (2025) Vol. 60, Iss. 2
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
Effects of depth vocabulary, word reading and metalinguistic competence on reading comprehension in Spanish
Mercedes I. Rueda Sánchez, Lydia García-Gómez, Luis González Fernández
Educational Psychology (2025), pp. 1-25
Closed Access
A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading
Jack Μ. Fletcher, Robert Savage, Sharon Vaughn
Educational Psychology Review (2020) Vol. 33, Iss. 3, pp. 1249-1274
Open Access | Times Cited: 31
The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique
Thomas Lachmann, Kirstin Bergström
Journal of Cultural Cognitive Science (2023) Vol. 7, Iss. 2, pp. 71-93
Open Access | Times Cited: 10
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
Understanding AIgiarism in higher education: the lens of general AI attitudes and moral disengagement
Muhammad Waqas, Alishba Hania, Xiao Chun-yan
Studies in Higher Education (2025), pp. 1-17
Closed Access
Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers
Jennifer Buckingham
The Educational and Developmental Psychologist (2020) Vol. 37, Iss. 2, pp. 105-113
Closed Access | Times Cited: 25
The role of asset-based pedagogy in an interactive view of reading
Rachael Gabriel, Francesca López
Educational Psychologist (2024), pp. 1-17
Open Access | Times Cited: 3
Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research
Steven C. Pan, Timothy C. Rickard, Robert A. Bjork
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1523-1552
Open Access | Times Cited: 19
The Trouble With Binaries: A Perspective on the Science of Reading
David B. Yaden, David Reinking, Peter Smagorinsky
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 18
The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia
Christy R. Austin, Sharon Vaughn, Nathan H. Clemens, et al.
Scientific Studies of Reading (2021) Vol. 26, Iss. 3, pp. 204-222
Open Access | Times Cited: 17
How do structured pedagogy programmes affect reading instruction in African early grade classrooms?
Ursula Hoadley
International Journal of Educational Development (2024) Vol. 107, pp. 103023-103023
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
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
An Examination of Dyslexia Research and Instruction With Policy Implications
Peter H. Johnston, Donna M. Scanlon
Literacy Research Theory Method and Practice (2021) Vol. 70, Iss. 1, pp. 107-128
Closed Access | Times Cited: 13
We Teach English in Times of Perpetual Crisis: The Long (and Tedious) History of Reading Crisis
P. L. Thomas
The English Journal (2024) Vol. 113, Iss. 4, pp. 21-26
Closed 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
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