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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:

Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings
Garazi López de Aguileta
International Journal of Educational Psychology (2019) Vol. 8, Iss. 1, pp. 51-51
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Schools That ‘Open Doors’ to Prevent Child Abuse in Confinement by COVID-19
Esther Roca-Campos, Patricia Melgar, Regina Gairal‐Casadó, et al.
Sustainability (2020) Vol. 12, Iss. 11, pp. 4685-4685
Open Access | Times Cited: 61
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities
Laura Ruiz-Eugenio, Marta Soler, Sandra Racionero-Plaza, et al.
Educational Research Review (2023) Vol. 39, pp. 100534-100534
Open Access | Times Cited: 16
How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions
Elena Duque, Regina Gairal‐Casadó, Silvia Molina, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 33
Egalitarian Dialogue Enriches Both Social Impact and Research Methodologies
Esther Roca-Campos, Guiomar Merodio, Aitor Gómez, et al.
International Journal of Qualitative Methods (2022) Vol. 21
Open Access | Times Cited: 21
Improving Social Interactions Among Adult Carers of Children with Disabilities Through Dialogic Literary Gatherings: A Case Study from Pakistan
Shiza Khaqan, Gisela Redondo-Sama, Ramón Flecha
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 509-509
Open Access
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Child Well-Being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes
Laura Ruiz-Eugenio, Esther Roca-Campos, Susana León-Jiménez, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 24
Interreligious Dialogue Groups Enabling Human Agency
Roger Campdepadrós, Miguel Ángel Pulido-Rodríguez, Jesús Marauri Ceballos, et al.
Religions (2021) Vol. 12, Iss. 3, pp. 189-189
Open Access | Times Cited: 19
Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review
Leire Ugalde, Maite Santiago-Garabieta, Beatriz Villarejo-Carballido, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance
Marifa Salceda, Ana Vidu, Adriana Aubert, et al.
Children and Youth Services Review (2022) Vol. 133, pp. 106368-106368
Closed Access | Times Cited: 11
Implementing Dialogic Gatherings in TESOL teacher education
María Amor Barros del Río, Pilar Álvarez Cifuentes, Silvia Molina
Innovation in Language Learning and Teaching (2020) Vol. 15, Iss. 2, pp. 169-180
Open Access | Times Cited: 17
Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty
Rocío García-Carrión, María Padrós Cuxart, Pilar Álvarez Cifuentes, et al.
Sustainability (2020) Vol. 12, Iss. 17, pp. 7146-7146
Open Access | Times Cited: 17
Enhancing Literacy and Communicative Skills of Students With Disabilities in Special Schools Through Dialogic Literary Gatherings
Aitana Fernández-Villardón, Rosa Valls, Patricia Melgar, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 15
“Petites Bonnes” minors sex trafficked in Morocco and Spain
Patricia Melgar, Guiomar Merodio, Elena Duque, et al.
Children and Youth Services Review (2020) Vol. 120, pp. 105719-105719
Open Access | Times Cited: 12
Perceived Improvement of Literacy Skills of Students with and Without Special Educational Needs Through Dialogic Literary Gatherings
Esther Roca-Campos, Harkaitz Zubiri-Esnaola, Susana León-Jiménez, et al.
Disabilities (2024) Vol. 4, Iss. 4, pp. 1030-1043
Open Access | Times Cited: 1
Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All
Elisabeth Torras-Gómez, Laura Ruiz-Eugenio, Teresa Sordé, et al.
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 10
Dialogic reconstruction of memories of violent sexual-affective relationships via dialogic gatherings of “Radical Love”
Leire Ugalde, Sandra Racionero-Plaza, Ariadna Munté Pascual, et al.
Children and Youth Services Review (2022) Vol. 139, pp. 106548-106548
Open Access | Times Cited: 7
“It was Very Liberating”. Dialogic Literary Gatherings Supporting Mental Health Literacy
Harkaitz Zubiri-Esnaola, Sandra Racionero-Plaza, Aitana Fernández-Villardón, et al.
Community Mental Health Journal (2022) Vol. 59, Iss. 5, pp. 869-880
Open Access | Times Cited: 7
Las Tertulias Teológicas Dialógicas en educación primaria: aprendizaje y enseñanza de la religión en un espacio dialógico
Jesús Marauri Ceballos, Beatriz Villarejo-Carballido, Rocío García-Carrión
Social and Education History (2020) Vol. 9, Iss. 2, pp. 201-201
Open Access | Times Cited: 9
Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context
Maite Santiago-Garabieta, Rocío García-Carrión, Harkaitz Zubiri-Esnaola, et al.
Language Teaching Research (2021) Vol. 27, Iss. 6, pp. 1532-1551
Closed Access | Times Cited: 8
Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success
Bulkani Bulkani, M. Fatchurahman, Muhammad Andi Setiawan
The Education and science journal (2023) Vol. 25, Iss. 8, pp. 115-133
Open Access | Times Cited: 3
“Life Starts for Me Again.” The Social Impact of Psychology on Programs for Homeless People: Solidarity Networks for the Effectiveness of Interventions
Virginia Matulič-Domadzič, Ariadna Munté Pascual, Irene De Vicente-Zueras, et al.
Frontiers in Psychology (2020) Vol. 10
Open Access | Times Cited: 8
Aprendizaje significativo de Ausubel y segregación educativa
Garazi López de Aguileta, Marta Soler
Multidisciplinary Journal of Educational Research (2021), Iss. -
Open Access | Times Cited: 7
Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education
Diego Navarro Mateu, Teresa Gómez-Domínguez, María Padrós Cuxart, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 7
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