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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:

Urban teachers’ implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity
Debra McKeown, Erin FitzPatrick, Megan Brown, et al.
Reading and Writing (2018) Vol. 32, Iss. 6, pp. 1483-1506
Closed Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

Argumentative writing: theory, assessment, and instruction
Ralph P. Ferretti, Steve Graham
Reading and Writing (2019) Vol. 32, Iss. 6, pp. 1345-1357
Open Access | Times Cited: 107
Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties
Karen R. Harris, Amber B. Ray, Steve Graham, et al.
Reading and Writing (2018) Vol. 32, Iss. 6, pp. 1459-1482
Closed Access | Times Cited: 59
Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes
Debra McKeown, Kay Wijekumar, Julie Owens, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102152-102152
Closed Access | Times Cited: 11
The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade
Ting Sun, Chuang Wang, Yi Wang
Reading and Writing (2022) Vol. 35, Iss. 10, pp. 2497-2522
Closed Access | Times Cited: 18
Implementation of a Technology-Based Writing Intervention to Support Writing Quality
Kelley Regan, Anya S. Evmenova, Amy Hutchison, et al.
Literacy Research and Instruction (2024), pp. 1-26
Closed Access | Times Cited: 3
Teacher-Implemented Writing Instruction for Elementary Students: A Literature Review
Kristen Finlayson, Matthew T. McCrudden
Reading & Writing Quarterly (2019) Vol. 36, Iss. 1, pp. 1-18
Open Access | Times Cited: 29
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications
Sharlene A. Kiuhara, Karen R. Harris, Steve Graham, et al.
Reading and Writing (2024)
Closed Access | Times Cited: 3
The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research
Karen R. Harris
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access | Times Cited: 3
Teaching argument writing in math class: challenges and solutions to improve the performance of 4th and 5th graders with disabilities
Sharlene A. Kiuhara, Joel R. Levin, Malynda Tolbert, et al.
Reading and Writing (2023) Vol. 37, Iss. 6, pp. 1515-1544
Open Access | Times Cited: 7
A yearlong, professional development model on genre-based strategy instruction on writing
Zoi A. Traga Philippakos
The Journal of Educational Research (2020) Vol. 113, Iss. 3, pp. 177-190
Closed Access | Times Cited: 19
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings
Erin FitzPatrick, Debra McKeown
Learning Disabilities Research and Practice (2021) Vol. 36, Iss. 3, pp. 188-200
Closed Access | Times Cited: 17
The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers
Zoi A. Traga Philippakos, Ashley Voggt
Reading and Writing (2021) Vol. 34, Iss. 7, pp. 1791-1822
Open Access | Times Cited: 15
Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development
Amber B. Ray, Caroline Torres, Yucheng Cao
Exceptionality (2023) Vol. 31, Iss. 5, pp. 319-343
Closed Access | Times Cited: 6
Effects of teacher-implemented explicit writing instruction on the writing self-efficacy and writing performance of 5th grade students
Érick Falardeau, Frédéric Guay, Pascale Dubois, et al.
Journal of Writing Research (2024) Vol. 16, Iss. 1, pp. 1-38
Open Access | Times Cited: 1
Exploring the effects of strategy-focused instruction in writing skills of 4TH grade students
L. Rodríguez-Málaga, Marisol Cueli, Celestino Rodríguez
Metacognition and Learning (2020) Vol. 16, Iss. 1, pp. 179-205
Closed Access | Times Cited: 11
Meeting the Needs of Middle School Writers in a Special Education Classroom: SRSD for the Informational Genre Citing Text-Based Evidence
Erin FitzPatrick, Debra McKeown
Education and Treatment of Children (2020) Vol. 43, Iss. 1, pp. 71-84
Closed Access | Times Cited: 9
Guidelines for Effective Professional Development on Writing Instruction: Principals’ Voices
Zoi A. Traga Philippakos
Journal of Education (2021) Vol. 202, Iss. 4, pp. 534-542
Closed Access | Times Cited: 8
Impact of Instructional Sequence to Teach Argumentative Writing to Disadvantaged Students Using the Opinion Article
Blanca Araceli Rodriguez-Hernandez, Gabriela Silva-Maceda
International Journal of Instruction (2021) Vol. 14, Iss. 4, pp. 103-118
Open Access | Times Cited: 8
Writing Is Revising: Improving Student Persuasive Writing through Individualized Asynchronous Audio Feedback
Debra McKeown, Erin FitzPatrick, Robin Parks Ennis, et al.
Education and Treatment of Children (2020) Vol. 43, Iss. 1, pp. 35-48
Closed Access | Times Cited: 8
Effects of genre-based writing professional development on K to 2 teachers' confidence and students’ writing quality
Zoi A. Traga Philippakos, Charles A. MacArthur, Louis Rocconi
Teaching and Teacher Education (2023) Vol. 135, pp. 104316-104316
Open Access | Times Cited: 2
Teacher-implemented self-regulated strategy development instruction for story writing with year 2 students in Aotearoa/New Zealand: A mixed methods study
Kristen Finlayson, Matthew T. McCrudden
Teaching and Teacher Education (2022) Vol. 119, pp. 103846-103846
Closed Access | Times Cited: 3
Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers
Amber B. Ray, Erin FitzPatrick
Teaching Exceptional Children (2022), pp. 004005992211228-004005992211228
Closed Access | Times Cited: 3
“I’m Not a Writing Teacher!”: Practice-Based Professional Development to Support Writing Instruction for General and Special Educators
Julie Owens
Beyond Behavior (2024) Vol. 33, Iss. 1, pp. 4-12
Closed Access
Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms
Jonathan Fernandez, Jessica Guilbert
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1091-1135
Open Access
A 17-Week Teacher-Implemented Story Writing Intervention With Year 2 Students in New Zealand: A Mixed Methods Study
Kristen Finlayson, Matthew T. McCrudden
Reading & Writing Quarterly (2020) Vol. 37, Iss. 4, pp. 365-381
Open Access | Times Cited: 3
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