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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:

Designing an Intervention in Reading and Self-Regulation for Students With Significant Reading Difficulties, Including Dyslexia
Carolyn A. Denton, Janelle J. Montroy, Tricia A. Zucker, et al.
Learning Disability Quarterly (2020) Vol. 44, Iss. 3, pp. 170-182
Closed Access | Times Cited: 21

Showing 21 citing articles:

The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis
Miriam McBreen, Robert Savage
Educational Psychology Review (2020) Vol. 33, Iss. 3, pp. 1125-1163
Closed Access | Times Cited: 54
Effect of the Self-Determination Learning Model of Instruction on Reading Comprehension and Self-Determination Skills of Students With Learning Disabilities
Deniz Ayşegül Söğüt, Macid Ayhan Melekoğlu
Learning Disability Quarterly (2025)
Closed Access
Beyond Effectiveness: Understanding Social Validity in Reading Intervention Research
Sarah Stebbe Rowe, Dorothy Nevé Baker, Antoine Dupret, et al.
Reading & Writing Quarterly (2025), pp. 1-17
Closed Access
The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade
Kelly T. Macdonald, Paul T. Cirino, Jeremy Miciak, et al.
Reading & Writing Quarterly (2021) Vol. 37, Iss. 4, pp. 382-394
Open Access | Times Cited: 23
Observing Two Reading Intervention Programs for Students with Dyslexia
Colby Hall, Katlynn Dahl‐Leonard, Grace Cannon
Exceptionality (2021) Vol. 30, Iss. 2, pp. 109-125
Closed Access | Times Cited: 14
Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions
Salman Javed, Manoranjitham Muniandy, Chen Kang Lee, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 8, pp. 9607-9643
Closed Access | Times Cited: 5
Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support
Kamil Kuracki, Agnieszka Dłużniewska
PLoS ONE (2023) Vol. 18, Iss. 11, pp. e0294255-e0294255
Open Access | Times Cited: 3
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Alexis N. Boucher, Bethany H. Bhat, Nathan H. Clemens, et al.
Journal of Learning Disabilities (2023) Vol. 57, Iss. 4, pp. 203-223
Closed Access | Times Cited: 2
Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk
Katlynn Dahl‐Leonard, Colby Hall, Becky Beegle, et al.
Intervention in School and Clinic (2022) Vol. 59, Iss. 2, pp. 96-104
Closed Access | Times Cited: 3
Motivational Practices in Reading Interventions for Students With or at Risk for Dyslexia
Eunsoo Cho, Katlynn Dahl‐Leonard, Karen F. Kehoe, et al.
Topics in Language Disorders (2023) Vol. 43, Iss. 2, pp. 119-145
Closed Access | Times Cited: 1
Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms
Katlynn Dahl‐Leonard, Colby Hall, Michael P. Mesa, et al.
Reading & Writing Quarterly (2024) Vol. 40, Iss. 6, pp. 549-566
Closed Access
Unpacking Implementation
Michael P. Mesa, Colby Hall, Tricia A. Zucker, et al.
The Elementary School Journal (2024) Vol. 125, Iss. 1, pp. 77-105
Closed Access
Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention
Katlynn Dahl‐Leonard, Colby Hall, Philip Capin
Annals of Dyslexia (2024)
Open Access
The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics
Kristian Florensio Wijaya
Journal of English Language and Pedagogy (JELPA) (2024) Vol. 2, Iss. 2, pp. 64-73
Open Access
Cognitive Reappraisal Reduces Academic Anxiety in University Students With Dyslexia
Holly Coates McDowall, Kaili Rimfeld, Saloni Krishnan
Mind Brain and Education (2024)
Open Access
Heterogeneity in reading achievement and mindset of readers with reading difficulties
Samantha A. Gesel, Rachel E. Donegan, Jungyeong Heo, et al.
Reading and Writing (2022) Vol. 36, Iss. 1, pp. 1-28
Closed Access | Times Cited: 2
Investigating Teachers of English Knowledge and Awareness of Dyslexia: A case study in Primary Iraqi Schools
Zena Abdulameer Mohammad
Arab World English Journal (2022) Vol. 13, Iss. 4, pp. 341-354
Open Access | Times Cited: 1
Investigating Teachers of English Knowledge and Awareness of Dyslexia: A case study in Primary Iraqi Schools
ZENA ABDULAMEER MOHAMMAD
(2023)
Open Access
MODELING OF READING PROBLEMS EXPERIENCED BY PRIMARY SCHOOL STUDENTS THROUGH ARTIFICIAL NEURAL NETWORKS
Cemal ÇELİK, Hülya Kartal
International Online Journal of Primary Education (2023) Vol. 12, Iss. 2, pp. 94-117
Open Access
Examining the Impact of a Self-Awareness Intervention on the Reading Accuracy and Self-Monitoring Skills of Students with Reading Difficulties
Meagan A. Payne
(2022)
Open Access
Comparison of Self-motivational Self-regulation, Emotional and Sensory Processing in Students With Specific Learning Disorder or Normal Students
Akbar Rezaei fard, Afsaneh Momeni, Arash Aghighi, et al.
Journal of Learning Disabilities (2021) Vol. 10, Iss. 3, pp. 344-355
Open Access
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