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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:

Discovery of 42 genome-wide significant loci associated with dyslexia
Catherine Doust, Pierre Fontanillas, Else Eising, et al.
Nature Genetics (2022) Vol. 54, Iss. 11, pp. 1621-1629
Open Access | Times Cited: 96

Showing 1-25 of 96 citing articles:

Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people
Else Eising, Nazanin Mirza‐Schreiber, Eveline L. de Zeeuw, et al.
Proceedings of the National Academy of Sciences (2022) Vol. 119, Iss. 35
Open Access | Times Cited: 90
Cardiometabolic health, diet and the gut microbiome: a meta-omics perspective
Mireia Vallès-Colomer, Cristina Menni, Sarah Berry, et al.
Nature Medicine (2023) Vol. 29, Iss. 3, pp. 551-561
Closed Access | Times Cited: 53
Insights into Dyslexia Genetics Research from the Last Two Decades
Florina Erbeli, Marianne Rice, Silvia Paracchini
Brain Sciences (2021) Vol. 12, Iss. 1, pp. 27-27
Open Access | Times Cited: 69
The Genetic and Molecular Basis of Developmental Language Disorder: A Review
Hayley S. Mountford, Ruth Braden, Dianne F. Newbury, et al.
Children (2022) Vol. 9, Iss. 5, pp. 586-586
Open Access | Times Cited: 41
Genetic architecture of childhood speech disorder: a review
Angela Morgan, David J. Amor, Miya St John, et al.
Molecular Psychiatry (2024) Vol. 29, Iss. 5, pp. 1281-1292
Open Access | Times Cited: 10
Do we really need a new definition of dyslexia? A commentary
Maggie Snowling, Charles Hulme
Annals of Dyslexia (2024) Vol. 74, Iss. 3, pp. 355-362
Open Access | Times Cited: 9
Editorial: Parenting as an influence on the course of neurodevelopmental conditions – still a taboo topic?
Kristina Moll, Saloni Krishnan
Journal of Child Psychology and Psychiatry (2025) Vol. 66, Iss. 3, pp. 275-278
Closed Access | Times Cited: 1
The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan
Srishti Nayak, Peyton L. Coleman, Enikő Ladányi, et al.
Neurobiology of Language (2022) Vol. 3, Iss. 4, pp. 615-664
Open Access | Times Cited: 38
iGWAS: Image-based genome-wide association of self-supervised deep phenotyping of retina fundus images
Ziqian Xie, T. Zhang, Sangbae Kim, et al.
PLoS Genetics (2024) Vol. 20, Iss. 5, pp. e1011273-e1011273
Open Access | Times Cited: 8
Cognitive strengths in neurodevelopmental disorders, conditions and differences: A critical review
Katherine Maw, Geoff Beattie, Edwin J. Burns
Neuropsychologia (2024) Vol. 197, pp. 108850-108850
Open Access | Times Cited: 6
The Role of Visual Factors in Dyslexia
Árni Kristjánsson, Heida Maria Sigurdardottir
Journal of Cognition (2023) Vol. 6, Iss. 1
Open Access | Times Cited: 15
Unraveling individual differences in learning potential: A dynamic framework for the case of reading development
Milene Bonte, Silvia Brem
Developmental Cognitive Neuroscience (2024) Vol. 66, pp. 101362-101362
Open Access | Times Cited: 4
ARELE-bot: Inclusive Learning of Spanish as a Foreign Language Through a Mobile App Integrating Augmented Reality and ChatGPT
Shirin Hajahmadi, Luca Clementi, M. Dolores Jiménez‐López, et al.
2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (2024), pp. 335-340
Closed Access | Times Cited: 4
Direct and indirect genetic effects on early neurodevelopmental traits
Laura Hegemann, Espen Moen Eilertsen, Johanne Hagen Pettersen, et al.
Journal of Child Psychology and Psychiatry (2025)
Open Access
Development and Validity of the Adult Reading History Questionnaire (ARHQ) for Chinese
Yuxiao He, Jiuqing Tang, Xinyan Yang, et al.
Dyslexia (2025) Vol. 31, Iss. 1
Open Access
The mediation role of reading-related endophenotypes in the gene-to-reading pathway
Alexandra Remon, Sara Mascheretti, Iván Voronin, et al.
Brain and Language (2025) Vol. 264, pp. 105552-105552
Open Access
The cognitive science of language diversity: achievements and challenges
Antonio Benítez‐Burraco
Cognitive Processing (2025)
Open Access
Inclusive Language Teaching
Alberta Novello
Springer texts in education (2025), pp. 55-97
Closed Access
Rapidly evolved genomic regions shape individual language abilities in present-day humans
Lucas G. Casten, Tanner Koomar, Taylor R. Thomas, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2025)
Open Access
Quantitative multidimensional phenotypes improve genetic analysis of laterality traits
Judith Schmitz, Mo Zheng, Kelvin F. H. Lui, et al.
Translational Psychiatry (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 16
Brain structure, phenotypic and genetic correlates of reading performance
Amaia Carrión-Castillo, Pedro M. Paz‐Alonso, Manuel Carreiras
Nature Human Behaviour (2023) Vol. 7, Iss. 7, pp. 1120-1134
Closed Access | Times Cited: 9
Dyslexia Polygenic Scores Show Heightened Prediction of Verbal Working Memory and Arithmetic
Ambra Perugini, Pierre Fontanillas, Scott D. Gordon, et al.
Scientific Studies of Reading (2024) Vol. 28, Iss. 5, pp. 549-563
Open Access | Times Cited: 3
Role of Family Risk and of Pre-Reading Auditory and Neurostructural Measures in Predicting Reading Outcome
Lauren Blockmans, Narly Golestani, Josué Luiz Dalboni da Rocha, et al.
Neurobiology of Language (2023) Vol. 4, Iss. 3, pp. 474-500
Open Access | Times Cited: 7
Prevalence and heritability of parental‐reported speech and/or language difficulties in a Swedish population‐based twin sample
Rebecka Keijser, Jakob Åsberg Johnels, Marika Habbe, et al.
JCPP Advances (2024) Vol. 4, Iss. 3
Open Access | Times Cited: 2
Phonological syllables allow children with developmental dyslexia to access words
Norbert Maïonchi‐Pino, Élise Runge, Damien Chabanal
Annals of Dyslexia (2024) Vol. 74, Iss. 2, pp. 244-270
Closed Access | Times Cited: 2
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