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:
Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’
Richard L. Sparks, Jon Patton, Amy Murdoch
Reading and Writing (2013) Vol. 27, Iss. 1, pp. 189-211
Closed Access | Times Cited: 143
Richard L. Sparks, Jon Patton, Amy Murdoch
Reading and Writing (2013) Vol. 27, Iss. 1, pp. 189-211
Closed Access | Times Cited: 143
Showing 1-25 of 143 citing articles:
Fiction: Simulation of Social Worlds
Keith Oatley
Trends in Cognitive Sciences (2016) Vol. 20, Iss. 8, pp. 618-628
Closed Access | Times Cited: 382
Keith Oatley
Trends in Cognitive Sciences (2016) Vol. 20, Iss. 8, pp. 618-628
Closed Access | Times Cited: 382
Decoding and Reading Comprehension
J. Ricardo García, Kate Cain
Review of Educational Research (2013) Vol. 84, Iss. 1, pp. 74-111
Open Access | Times Cited: 356
J. Ricardo García, Kate Cain
Review of Educational Research (2013) Vol. 84, Iss. 1, pp. 74-111
Open Access | Times Cited: 356
Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading
Young‐Suk Grace Kim
Journal of Learning Disabilities (2020) Vol. 53, Iss. 6, pp. 469-491
Closed Access | Times Cited: 94
Young‐Suk Grace Kim
Journal of Learning Disabilities (2020) Vol. 53, Iss. 6, pp. 469-491
Closed Access | Times Cited: 94
Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders
Marina Vasilyeva, Eric Dearing, Алина Иванова, et al.
Early Childhood Research Quarterly (2017) Vol. 42, pp. 11-20
Closed Access | Times Cited: 75
Marina Vasilyeva, Eric Dearing, Алина Иванова, et al.
Early Childhood Research Quarterly (2017) Vol. 42, pp. 11-20
Closed Access | Times Cited: 75
A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade
Christopher Stanley, Yaacov Petscher, Hugh W. Catts
Reading and Writing (2017) Vol. 31, Iss. 1, pp. 133-153
Closed Access | Times Cited: 63
Christopher Stanley, Yaacov Petscher, Hugh W. Catts
Reading and Writing (2017) Vol. 31, Iss. 1, pp. 133-153
Closed Access | Times Cited: 63
Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading
David D. Paige, William H. Rupley, Leily Ziglari
Education Sciences (2024) Vol. 14, Iss. 3, pp. 225-225
Open Access | Times Cited: 8
David D. Paige, William H. Rupley, Leily Ziglari
Education Sciences (2024) Vol. 14, Iss. 3, pp. 225-225
Open Access | Times Cited: 8
Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability
Raymond A. Mar, Marina Rain
Scientific Studies of Reading (2015) Vol. 19, Iss. 6, pp. 419-433
Closed Access | Times Cited: 57
Raymond A. Mar, Marina Rain
Scientific Studies of Reading (2015) Vol. 19, Iss. 6, pp. 419-433
Closed Access | Times Cited: 57
Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9
Ann-Christina Kjeldsen, Antti Kärnä, Pekka Niemi, et al.
Scientific Studies of Reading (2014) Vol. 18, Iss. 6, pp. 452-467
Open Access | Times Cited: 55
Ann-Christina Kjeldsen, Antti Kärnä, Pekka Niemi, et al.
Scientific Studies of Reading (2014) Vol. 18, Iss. 6, pp. 452-467
Open Access | Times Cited: 55
Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill
Gina N. Cervetti, Miranda S. Fitzgerald, Elfrieda H. Hiebert, et al.
Reading Psychology (2023) Vol. 44, Iss. 6, pp. 672-709
Closed Access | Times Cited: 13
Gina N. Cervetti, Miranda S. Fitzgerald, Elfrieda H. Hiebert, et al.
Reading Psychology (2023) Vol. 44, Iss. 6, pp. 672-709
Closed Access | Times Cited: 13
Large scale implementation of effective early literacy instruction
Gail Gillon, Brigid McNeill, Amy Scott, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Gail Gillon, Brigid McNeill, Amy Scott, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
The Decline of Comprehension‐Based Silent Reading Efficiency in the United States: A Comparison of Current Data With Performance in 1960
Alexandra Spichtig, Elfrieda H. Hiebert, Christian Vorstius, et al.
Reading Research Quarterly (2016) Vol. 51, Iss. 2, pp. 239-259
Open Access | Times Cited: 45
Alexandra Spichtig, Elfrieda H. Hiebert, Christian Vorstius, et al.
Reading Research Quarterly (2016) Vol. 51, Iss. 2, pp. 239-259
Open Access | Times Cited: 45
Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study
Nicola Pitchford, Laura A. Outhwaite
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 43
Nicola Pitchford, Laura A. Outhwaite
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 43
Reading and the Development of Social Understanding: Implications for the Literacy Classroom
Stephanie Kozak, Holly Recchia
The Reading Teacher (2018) Vol. 72, Iss. 5, pp. 569-577
Closed Access | Times Cited: 40
Stephanie Kozak, Holly Recchia
The Reading Teacher (2018) Vol. 72, Iss. 5, pp. 569-577
Closed Access | Times Cited: 40
The lexical profile of online graded reading materials in English language teaching: A corpus-based study
Ju Wen, Hong Yu
Language Teaching Research (2025)
Closed Access
Ju Wen, Hong Yu
Language Teaching Research (2025)
Closed Access
The Impact of a National Implementation of Tier 2 Structured Literacy Teaching for Children in Their First Year at School
Brigid McNeill, Gail Gillon
Topics in Language Disorders (2025)
Closed Access
Brigid McNeill, Gail Gillon
Topics in Language Disorders (2025)
Closed Access
The Stability of Students’ Academic Achievement in School: A Meta-Analysis of Longitudinal Studies
Vsevolod Scherrer, Moritz Breit, Franzis Preckel
Educational Research Review (2025), pp. 100687-100687
Open Access
Vsevolod Scherrer, Moritz Breit, Franzis Preckel
Educational Research Review (2025), pp. 100687-100687
Open Access
Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading
Elizabeth Shaunessy‐Dedrick, Linda S. Evans, John M. Ferron, et al.
Gifted Child Quarterly (2015) Vol. 59, Iss. 2, pp. 91-107
Closed Access | Times Cited: 39
Elizabeth Shaunessy‐Dedrick, Linda S. Evans, John M. Ferron, et al.
Gifted Child Quarterly (2015) Vol. 59, Iss. 2, pp. 91-107
Closed Access | Times Cited: 39
Building Background Knowledge Through Reading: Rethinking Text Sets
Sarah M. Lupo, John Z. Strong, William E. Lewis, et al.
Journal of Adolescent & Adult Literacy (2017) Vol. 61, Iss. 4, pp. 433-444
Open Access | Times Cited: 39
Sarah M. Lupo, John Z. Strong, William E. Lewis, et al.
Journal of Adolescent & Adult Literacy (2017) Vol. 61, Iss. 4, pp. 433-444
Open Access | Times Cited: 39
Raise Reading Volume Through Access, Choice, Discussion, and Book Talks
Douglas Fisher, Nancy Frey
The Reading Teacher (2018) Vol. 72, Iss. 1, pp. 89-97
Closed Access | Times Cited: 38
Douglas Fisher, Nancy Frey
The Reading Teacher (2018) Vol. 72, Iss. 1, pp. 89-97
Closed Access | Times Cited: 38
Knowledge at the Center of English Language Arts Instruction
Gina N. Cervetti, Elfrieda H. Hiebert
The Reading Teacher (2018) Vol. 72, Iss. 4, pp. 499-507
Closed Access | Times Cited: 37
Gina N. Cervetti, Elfrieda H. Hiebert
The Reading Teacher (2018) Vol. 72, Iss. 4, pp. 499-507
Closed Access | Times Cited: 37
Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study
Dilek Altun
Early Childhood Education Journal (2019) Vol. 47, Iss. 4, pp. 427-443
Closed Access | Times Cited: 31
Dilek Altun
Early Childhood Education Journal (2019) Vol. 47, Iss. 4, pp. 427-443
Closed Access | Times Cited: 31
The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Elementary School
Tatjana Kanonire, Jeļena Ļubenko, Yulia Kuzmina
Journal of Research in Childhood Education (2020) Vol. 36, Iss. 1, pp. 1-13
Closed Access | Times Cited: 28
Tatjana Kanonire, Jeļena Ļubenko, Yulia Kuzmina
Journal of Research in Childhood Education (2020) Vol. 36, Iss. 1, pp. 1-13
Closed Access | Times Cited: 28
Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy
Mariam M. Elgendi, Sherry H. Stewart, Elizabeth MacKay, et al.
Annals of Dyslexia (2021) Vol. 71, Iss. 1, pp. 84-102
Closed Access | Times Cited: 24
Mariam M. Elgendi, Sherry H. Stewart, Elizabeth MacKay, et al.
Annals of Dyslexia (2021) Vol. 71, Iss. 1, pp. 84-102
Closed Access | Times Cited: 24
Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach
Richard L. Sparks, Abdullah Alamer
Applied Psycholinguistics (2024) Vol. 45, Iss. 3, pp. 467-488
Open Access | Times Cited: 3
Richard L. Sparks, Abdullah Alamer
Applied Psycholinguistics (2024) Vol. 45, Iss. 3, pp. 467-488
Open Access | Times Cited: 3
