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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:

Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP).
David Reilly, David L. Neumann, Glenda Andrews
American Psychologist (2018) Vol. 74, Iss. 4, pp. 445-458
Open Access | Times Cited: 359

Showing 1-25 of 359 citing articles:

Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions
Tessa Elizabeth Sadie Charlesworth, Mahzarin R. Banaji
Journal of Neuroscience (2019) Vol. 39, Iss. 37, pp. 7228-7243
Open Access | Times Cited: 187
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.
Gustaf B. Skar, Steve Graham, Alan Huebner
Journal of Educational Psychology (2021) Vol. 114, Iss. 7, pp. 1553-1566
Closed Access | Times Cited: 97
Gender differences in the pathways to higher education
Gijsbert Stoet, David C. Geary
Proceedings of the National Academy of Sciences (2020) Vol. 117, Iss. 25, pp. 14073-14076
Open Access | Times Cited: 76
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
Omid Noroozi, Seyyed Kazem Banihashem, Nafiseh Taghizadeh Kerman, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6302-6316
Open Access | Times Cited: 68
Mental health profiles and academic achievement in Australian school students
Tess Gregory, Neida Sechague Monroy, Blair Grace, et al.
Journal of School Psychology (2024) Vol. 103, pp. 101291-101291
Open Access | Times Cited: 8
Machine learning for the educational sciences
Sven Hilbert, Stefan Coors, Elisabeth Kraus, et al.
Review of Education (2021) Vol. 9, Iss. 3
Open Access | Times Cited: 51
When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback
Yong Wu, Christian D. Schunn
Contemporary Educational Psychology (2020) Vol. 62, pp. 101897-101897
Closed Access | Times Cited: 50
Handwriting fluency and the quality of primary grade students’ writing
Gustaf B. Skar, Pui‐Wa Lei, Steve Graham, et al.
Reading and Writing (2021) Vol. 35, Iss. 2, pp. 509-538
Open Access | Times Cited: 47
Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving
Wu-jing He, Wan‐chi Wong
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 42
Reading and math skills development among Finnish primary school children before and after COVID-19 school closure
Marja‐Kristiina Lerkkanen, Eija Pakarinen, Jenni Salminen, et al.
Reading and Writing (2022) Vol. 36, Iss. 2, pp. 263-288
Open Access | Times Cited: 29
The intersection of epistemic beliefs and gender in argumentation performance
Seyyed Kazem Banihashem, Omid Noroozi, H.J.A. Biemans, et al.
Innovations in Education and Teaching International (2023) Vol. 61, Iss. 4, pp. 716-734
Open Access | Times Cited: 20
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study
Gustaf B. Skar, Steve Graham, Alan Huebner
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 17
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
Anke Heyder, Anne F. Weidinger, Ricarda Steinmayr
Journal of Youth and Adolescence (2020) Vol. 50, Iss. 1, pp. 177-188
Open Access | Times Cited: 46
The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries
David Giofrè, K.N. Allen, Enrico Toffalini, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2543-2568
Open Access | Times Cited: 25
Mapping and explaining the gender gap in students’ second language proficiency across skills, countries and languages
Katrijn Denies, Liesbet Heyvaert, Jonas Dockx, et al.
Learning and Instruction (2022) Vol. 80, pp. 101618-101618
Open Access | Times Cited: 24
Mathematics Teachers’ Perceptions of Trends in International Mathematics and Science Study (TIMSS)-Related Practices in Abu Dhabi Emirate Schools
Yousef Wardat, Shashidhar Belbase, Hassan Tairab
Sustainability (2022) Vol. 14, Iss. 9, pp. 5436-5436
Open Access | Times Cited: 24
Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2
Karen R. Harris, Youngsuk Kim, Soobin Yim, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102150-102150
Closed Access | Times Cited: 16
Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM
Cuilan Qiao, Yuqing Chen, Qing Guo, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 5
Sex differences in post-stroke aphasia rates are caused by age. A meta-analysis and database query
Mikkel Wallentin
PLoS ONE (2018) Vol. 13, Iss. 12, pp. e0209571-e0209571
Open Access | Times Cited: 42
Are There Gender Differences inHowStudents Write Their Essays? An Analysis of Writing Processes
Mo Zhang, Randy Elliot Bennett, Paul Deane, et al.
Educational Measurement Issues and Practice (2019) Vol. 38, Iss. 2, pp. 14-26
Closed Access | Times Cited: 37
Meta‐analyzing individual participant data from studies with complex survey designs: A tutorial on using the two‐stage approach for data from educational large‐scale assessments
Martin Brunner, Lena Keller, Sophie E. Stallasch, et al.
Research Synthesis Methods (2022) Vol. 14, Iss. 1, pp. 5-35
Closed Access | Times Cited: 22
Bi-objective evolutionary Bayesian network structure learning via skeleton constraint
Ting Wu, Hong Qian, Ziqi Liu, et al.
Frontiers of Computer Science (2023) Vol. 17, Iss. 6
Closed Access | Times Cited: 12
The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children
Debora Valcan, Anabela Malpique, Deborah Pino‐Pasternak, et al.
Contemporary Educational Psychology (2024) Vol. 77, pp. 102272-102272
Open Access | Times Cited: 4
Comprehensive Early Childhood Development Support Systems and Academic Achievement: The Case of Chile Crece Contigo
Juan Echeñique
(2025)
Closed Access
Gibt es einen „gender gap“ oder mehrere „gender gaps“ beim Lesen-, Schreiben- und Rechnenlernen?
Martin Schöfl, Liane Kaufmann
Lernen und Lernstörungen (2025) Vol. 14, Iss. 1, pp. 1-3
Closed Access
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