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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:

Interventions for Children With Mathematical Difficulties
Sabrina Chodura, Jörg‐Tobias Kuhn, Heinz Holling
Zeitschrift für Psychologie (2015) Vol. 223, Iss. 2, pp. 129-144
Closed Access | Times Cited: 99

Showing 1-25 of 99 citing articles:

An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens
Taren Sanders, Michael Noetel, Philip D. Parker, et al.
Nature Human Behaviour (2023) Vol. 8, Iss. 1, pp. 82-99
Closed Access | Times Cited: 51
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis
Silvia Benavides‐Varela, Claudio Zandonella Callegher, Barbara Fagiolini, et al.
Computers & Education (2020) Vol. 157, pp. 103953-103953
Open Access | Times Cited: 131
Raising early achievement in math with interactive apps: A randomized control trial.
Laura A. Outhwaite, Marc Faulder, Anthea Gulliford, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 2, pp. 284-298
Open Access | Times Cited: 93
The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.
Gena Nelson, Kristen L. McMaster
Journal of Educational Psychology (2018) Vol. 111, Iss. 6, pp. 1001-1022
Open Access | Times Cited: 89
Zur Effektivität der Mathematikförderung nach dem Response to Intervention-Ansatz
Kathrin Mahlau
Lernen und Lernstörungen (2025)
Open Access | Times Cited: 1
REVISIÓN METODOLÓGICA AG2C PARA LA ENSEÑANZA DEL ÁLGEBRA BÁSICA A ESTUDIANTES CON DISCALCULIA
Jorge Luis Puyol Cortez, César Iván Casanova-Villalba, Maybelline Jaqueline Herrera-Sánchez, et al.
Perfiles (2024) Vol. 1, Iss. 32, pp. 15-27
Open Access | Times Cited: 8
Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study
Magda Praet, Annemie Desoete
Teaching and Teacher Education (2014) Vol. 39, pp. 56-65
Open Access | Times Cited: 61
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research
Elizabeth A. Stevens, Melissa A. Rodgers, Sarah R. Powell
Remedial and Special Education (2017) Vol. 39, Iss. 6, pp. 327-340
Closed Access | Times Cited: 59
The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis
Asha K. Jitendra, Ahmed Alghamdi, Rebecca Edmunds, et al.
Exceptional Children (2020) Vol. 87, Iss. 3, pp. 307-325
Closed Access | Times Cited: 43
A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty
Sarah R. Powell, Christian T. Doabler, Olayemi Akinola, et al.
Journal of Learning Disabilities (2019) Vol. 53, Iss. 4, pp. 244-276
Closed Access | Times Cited: 40
A Meta-Analysis of Mathematics Interventions: Examining the Impacts of Intervention Characteristics
Megan Rojo, Jenna Gersib, Sarah R. Powell, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 4
A preliminary study of a Math digital based intervention in children with intellectual disabilities
Carmen C. David, Cristina Costescu, Adrian Roșan
Research in Developmental Disabilities (2025) Vol. 159, pp. 104947-104947
Closed Access
Interventions for Primary School Children With Difficulties in Mathematics
Ann Dowker
Advances in child development and behavior (2017), pp. 255-287
Closed Access | Times Cited: 30
A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties
Gena Nelson, Angela Crawford, Jessica H. Hunt, et al.
Learning Disabilities Research and Practice (2022) Vol. 37, Iss. 1, pp. 18-36
Closed Access | Times Cited: 15
Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities
Ann Dowker
Children (2024) Vol. 11, Iss. 6, pp. 623-623
Open Access | Times Cited: 3
The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting
Pirjo Aunio, Riikka Mononen
European Journal of Special Needs Education (2017), pp. 1-15
Open Access | Times Cited: 26
Design of an Augmented Reality Serious Game for Children with Dyscalculia: A Case Study
Diego Ávila-Pesantez, Leticia Vaca-Cárdenas, Rosa Delgadillo, et al.
Communications in computer and information science (2018), pp. 165-175
Closed Access | Times Cited: 25
Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?
Tuire Koponen, Riikka Sorvo, Ann Dowker, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 21
Delayed development of basic numerical skills in children with developmental dyscalculia
Sarah E Lamb, Florian Krieger, Jörg‐Tobias Kuhn
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 2
Brain stimulation, mathematical, and numerical training
Chung Yen Looi, Roi Cohen Kadosh
Progress in brain research (2016), pp. 353-388
Closed Access | Times Cited: 19
Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial
Anita López-Pedersen, Riikka Mononen, Pirjo Aunio, et al.
Remedial and Special Education (2022) Vol. 44, Iss. 2, pp. 126-136
Open Access | Times Cited: 11
Pedagogical features of interactive apps for effective learning of foundational skills
Bethany Huntington, James Goulding, Nicola Pitchford
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1273-1291
Open Access | Times Cited: 6
Perspectives to Technology-Enhanced Learning and Teaching in Mathematical Learning Difficulties
Pekka Räsänen, Diana Laurillard, Tanja Käser, et al.
Springer eBooks (2019), pp. 733-754
Closed Access | Times Cited: 17
Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children
Larissa Rauscher, Juliane Kohn, Tanja Käser, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 16
Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?
Juliane Kohn, Larissa Rauscher, Karin Kucian, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 16
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