Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Ending the Reading Wars: Reading Acquisition From Novice to Expert
Anne Castles, Kathleen Rastle, Kate Nation
Psychological Science in the Public Interest (2018) Vol. 19, Iss. 1, pp. 5-51
Open Access | Times Cited: 963

Showing 1-25 of 963 citing articles:

Defining and understanding dyslexia: past, present and future
Maggie Snowling, Charles Hulme, Kate Nation
Oxford Review of Education (2020) Vol. 46, Iss. 4, pp. 501-513
Open Access | Times Cited: 253
Children’s reading difficulties, language, and reflections on the simple view of reading
Kate Nation
Australian Journal of Learning Difficulties (2019) Vol. 24, Iss. 1, pp. 47-73
Open Access | Times Cited: 197
The Role of Background Knowledge in Reading Comprehension: A Critical Review
R. F. I. Smith, Pamela Snow, Tanya Serry, et al.
Reading Psychology (2021) Vol. 42, Iss. 3, pp. 214-240
Open Access | Times Cited: 192
How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development
Kyle Levesque, Helen L. Breadmore, S. Hélène Deacon
Journal of Research in Reading (2020) Vol. 44, Iss. 1, pp. 10-26
Open Access | Times Cited: 140
Teaching Children to Read
Robert Savage
(2022), pp. 209-233
Closed Access | Times Cited: 123
The Oxford Handbook of the Mental Lexicon

Oxford University Press eBooks (2022)
Closed Access | Times Cited: 70
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review
Katharina Galuschka, Ruth Görgen, Julia Kalmar, et al.
Educational Psychologist (2020) Vol. 55, Iss. 1, pp. 1-20
Closed Access | Times Cited: 119
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
Maggie Snowling, Marianna E. Hayiou‐Thomas, Hannah M. Nash, et al.
Journal of Child Psychology and Psychiatry (2019) Vol. 61, Iss. 6, pp. 672-680
Open Access | Times Cited: 113
Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures
Xue Bao, Hang Qu, Ruixiong Zhang, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 17, pp. 6371-6371
Open Access | Times Cited: 110
Is the Science of Reading Just the Science of Reading English?
David L. Share
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Closed Access | Times Cited: 98
Annual Research Review: Reading disorders revisited – the critical importance of oral language
Margaret J. Snowling, Charles Hulme
Journal of Child Psychology and Psychiatry (2020) Vol. 62, Iss. 5, pp. 635-653
Open Access | Times Cited: 96
What Constitutes a Science of Reading Instruction?
Timothy Shanahan
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 91
How the Science of Reading Informs 21st‐Century Education
Yaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, et al.
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Open Access | Times Cited: 91
Universals in Learning to Read Across Languages and Writing Systems
Ludo Verhoeven, Charles A. Perfetti
Scientific Studies of Reading (2021) Vol. 26, Iss. 2, pp. 150-164
Open Access | Times Cited: 90
Literacy Advantages Beyond Reading: Prediction of Spoken Language
Falk Huettig, Martin J. Pickering
Trends in Cognitive Sciences (2019) Vol. 23, Iss. 6, pp. 464-475
Open Access | Times Cited: 89
Investigating the comprehension iceberg: Developing empirical benchmarks for early-grade reading in agglutinating African languages
Nicholas Spaull, Elizabeth J. Pretorius, Nompumelelo Mohohlwane
South African Journal of Childhood Education (2020) Vol. 10, Iss. 1
Open Access | Times Cited: 88
Passion, grit and mindset in young adults: Exploring the relationship and gender differences
H. Sigmundsson, Monika Haga, F. Hermundsdottir
New Ideas in Psychology (2020) Vol. 59, pp. 100795-100795
Open Access | Times Cited: 75
Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction
Jeffrey S. Bowers
Educational Psychology Review (2020) Vol. 32, Iss. 3, pp. 681-705
Open Access | Times Cited: 73
Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading
Dominic Wyse, Alice Bradbury
Review of Education (2022) Vol. 10, Iss. 1
Open Access | Times Cited: 65
Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator
Minna Torppa, Kati Vasalampi, Kenneth Eklund, et al.
Journal of Experimental Child Psychology (2021) Vol. 215, pp. 105314-105314
Open Access | Times Cited: 56
Book Language and Its Implications for Children’s Language, Literacy, and Development
Kate Nation, Nicola Dawson, Yaling Hsiao
Current Directions in Psychological Science (2022) Vol. 31, Iss. 4, pp. 375-380
Open Access | Times Cited: 42
Age-of-acquisition effects: A literature review.
Mahmoud Medhat Elsherif, E. Preece, J. C. Catling
Journal of Experimental Psychology Learning Memory and Cognition (2023) Vol. 49, Iss. 5, pp. 812-847
Open Access | Times Cited: 29
Early-initiated childhood reading for pleasure: associations with better cognitive performance, mental well-being and brain structure in young adolescence
Yun-Jun Sun, Barbara J. Sahakian, Christelle Langley, et al.
Psychological Medicine (2023) Vol. 54, Iss. 2, pp. 359-373
Open Access | Times Cited: 25
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children
Alison Demangeon, Stéphanie Claudel-Valentin, Alexandre Aubry, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102182-102182
Open Access | Times Cited: 24
The Children and Young People’s Books Lexicon (CYP-LEX): A large-scale lexical database of books read by children and young people in the United Kingdom
Maria Korochkina, Marco Marelli, Marc Brysbaert, et al.
Quarterly Journal of Experimental Psychology (2024)
Open Access | Times Cited: 9
Page 1 - Next Page

Scroll to top