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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:

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome
Silvana Mengoni, Hannah M. Nash, Charles Hulme
Journal of Child Language (2012) Vol. 40, Iss. 1, pp. 221-243
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

The Science of Learning to Read Words: A Case for Systematic Phonics Instruction
Linnea C. Ehri
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 135
Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome
K Naess, Arne Lervåg, Solveig‐Alma Halaas Lyster, et al.
Journal of Experimental Child Psychology (2015) Vol. 135, pp. 43-55
Closed Access | Times Cited: 56
Do children with specific language impairment and autism spectrum disorders benefit from the presence of orthography when learning new spoken words?
Jessie Ricketts, Julie Dockrell, Nita K. Patel, et al.
Journal of Experimental Child Psychology (2015) Vol. 134, pp. 43-61
Closed Access | Times Cited: 35
To See or Not to See: How Does Seeing Spellings Support Vocabulary Learning?
Danielle Colenbrander, Katharine Pace Miles, Jessie Ricketts
Language Speech and Hearing Services in Schools (2019) Vol. 50, Iss. 4, pp. 609-628
Open Access | Times Cited: 34
Spoken verb learning in children with language disorder
Cheyenne Svaldi, Saskia Kohnen, Serje Robidoux, et al.
Journal of Experimental Child Psychology (2024) Vol. 242, pp. 105881-105881
Open Access | Times Cited: 3
Development of phonological awareness in Down syndrome: A meta-analysis and empirical study.
K Naess
Developmental Psychology (2015) Vol. 52, Iss. 2, pp. 177-190
Closed Access | Times Cited: 33
Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD)
Rebecca Lucas, Courtenay Norbury
Quarterly Journal of Experimental Psychology (2013) Vol. 67, Iss. 7, pp. 1317-1334
Closed Access | Times Cited: 30
The moderating effect of orthographic consistency on oral vocabulary learning in monolingual and bilingual children
Kathleen Jubenville, Monique Sénéchal, Melissa Malette
Journal of Experimental Child Psychology (2014) Vol. 126, pp. 245-263
Open Access | Times Cited: 28
Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning
Lauren S. Baron, Tiffany P. Hogan, Mary Alt, et al.
Journal of Speech Language and Hearing Research (2018) Vol. 61, Iss. 8, pp. 2002-2014
Open Access | Times Cited: 27
Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary
Türkan Öcal, Linnea C. Ehri
Journal of College Reading and Learning (2016) Vol. 47, Iss. 1, pp. 58-74
Closed Access | Times Cited: 25
Reading comprehension in children with Down syndrome
Glynis Laws, Heather M. Brown, Elizabeth Main
Reading and Writing (2015) Vol. 29, Iss. 1, pp. 21-45
Open Access | Times Cited: 24
Orthographic facilitation of first graders’ vocabulary learning: does directing attention to print enhance the effect?
Susan J. Chambré, Linnea C. Ehri, Molly Ness
Reading and Writing (2017) Vol. 30, Iss. 5, pp. 1137-1156
Closed Access | Times Cited: 24
Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge
Silvana Mengoni, Hannah M. Nash, Charles Hulme
Research in Developmental Disabilities (2014) Vol. 35, Iss. 5, pp. 1098-1109
Open Access | Times Cited: 19
Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders
Susan J. Chambré, Linnea C. Ehri, Molly Ness
Reading and Writing (2019) Vol. 33, Iss. 5, pp. 1133-1162
Closed Access | Times Cited: 18
Incremental learning of difficult words in story contexts: the role of spelling and pronouncing new vocabulary
Patricia F. Vadasy, Elizabeth A. Sanders
Reading and Writing (2014) Vol. 28, Iss. 3, pp. 371-394
Closed Access | Times Cited: 16
Orthographic facilitation in oral vocabulary learning: effects of language backgrounds and orthographic type
Jie Zhang, Hong Li, Yang Liu, et al.
Reading and Writing (2019) Vol. 33, Iss. 1, pp. 187-206
Closed Access | Times Cited: 13
Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning
Katharine Pace Miles, Linnea C. Ehri
Springer eBooks (2019), pp. 63-82
Closed Access | Times Cited: 13
The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition
Jessie Ricketts, Nicola Dawson, Robert Davies
Learning and Instruction (2021) Vol. 74, pp. 101468-101468
Open Access | Times Cited: 11
Orthographic facilitation of oral vocabulary acquisition in primary school children
Andrea Salins, Linda Cupples, Greg Leigh, et al.
Quarterly Journal of Experimental Psychology (2022) Vol. 76, Iss. 5, pp. 1045-1056
Closed Access | Times Cited: 8
An investigation of language learning and processing in children with developmental language disorder and pediatric cerebellar tumor survivors
Cheyenne Svaldi
(2024)
Open Access | Times Cited: 1
Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context?
Rebecca Lucas, Louisa Thomas, Courtenay Norbury
Journal of Autism and Developmental Disorders (2017) Vol. 47, Iss. 7, pp. 2205-2216
Closed Access | Times Cited: 11
An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year
Paola Colozzo, Leah McKeil, Jill Petersen, et al.
Journal of Policy and Practice in Intellectual Disabilities (2016) Vol. 13, Iss. 2, pp. 102-110
Closed Access | Times Cited: 10
Orthographic facilitation of English vocabulary learning in monolingual and bilingual children
Hua‐Chen Wang, Andrea Salins, Lyndall Murray, et al.
Reading and Writing (2024)
Open Access | Times Cited: 1
Orthography Facilitates Memory for Proper Names in Emergent Readers
Robin O’Leary, Linnea C. Ehri
Reading Research Quarterly (2019) Vol. 55, Iss. 1, pp. 75-93
Open Access | Times Cited: 9
Orthographic Support for Word Learning in Clinical Populations: A Systematic Review
Grace T. Clark, Christina Reuterskiöld
Language Speech and Hearing Services in Schools (2021) Vol. 52, Iss. 3, pp. 937-948
Closed Access | Times Cited: 8
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