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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:

Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior
David C. Geary, Mary K. Hoard, Lara Nugent, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 20

Showing 20 citing articles:

Nexus between emotional intelligence and mathematics performance: the role of metacognitive awareness
Bright Asare, Ernest Larbi
Cogent Education (2025) Vol. 12, Iss. 1
Open Access | Times Cited: 2
What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies
Zehra E. Ünal, Nathaniel R. Greene, Xin Lin, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 21
Executive functioning skills and (low) math achievement in primary and secondary school
Valentín Iglesias-Sarmiento, Núria Carriedo, Odir Antonio Rodríguez‐Villagra, et al.
Journal of Experimental Child Psychology (2023) Vol. 235, pp. 105715-105715
Open Access | Times Cited: 12
Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity integrating studies of the brain, behavior, and genetics
Isabella Starling‐Alves, L. Peters, Eric D. Wilkey
Developmental Cognitive Neuroscience (2025) Vol. 72, pp. 101510-101510
Open Access
Effects of Schematic Chunking Intervention on Enhancing Geometry Performance in High School Students With Geometry Learning Difficulties
Moosa Al Hadi, Zhang Da-ke
Learning Disability Quarterly (2025)
Closed Access
A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities
Evelyn H. Kroesbergen, Marije D. E. Huijsmans, Ilona Friso‐van den Bos
Review of Educational Research (2022) Vol. 93, Iss. 5, pp. 718-755
Open Access | Times Cited: 18
Boys’ visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics
David C. Geary, Mary K. Hoard, Lara Nugent
Journal of Experimental Child Psychology (2021) Vol. 211, pp. 105222-105222
Open Access | Times Cited: 15
Mathematics vocabulary differentially predicts mathematics achievement in eighth grade higher- versus lower- achieving students: Comparisons across two countries
Zehra E. Ünal, Sarah R. Powell, Serkan Özel, et al.
Learning and Individual Differences (2021) Vol. 92, pp. 102061-102061
Closed Access | Times Cited: 12
The Intelligence Quotient-math achievement link: evidence from behavioral and biological research
Shuang Song, Mengmeng Su
Current Opinion in Behavioral Sciences (2022) Vol. 46, pp. 101160-101160
Closed Access | Times Cited: 8
Entwicklung der Rechenflüssigkeit in der 5. Klasse und relevante Einflussfaktoren
Carolin Reinck, Naska Goagoses, Clemens Hillenbrand
Lernen und Lernstörungen (2024) Vol. 13, Iss. 3, pp. 143-155
Open Access | Times Cited: 1
Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability
Lora Khatib, Yaoran Li, David C. Geary, et al.
Educational Research Review (2021) Vol. 35, pp. 100412-100412
Open Access | Times Cited: 10
“Calculating faces”: can face perception paradigms enrich dyscalculia research?
Maria E. Baulina, Vladimir Kosonogov
Frontiers in Psychology (2024) Vol. 14
Open Access
Kurangnya Keaktifan Belajar Siswa pada Materi Pengolahan Data (Mean, Median, Modus) di SDN 106811 Kecamatan Percut Sei Tuan, Deli Serdang, Sumatera Utara
Isyrofirrahmah Br. Nasution, Monalisa Chaira Nainggolan, Ridha Uli Utami Margolang, et al.
Jurnal Pendidikan Matematika (2024) Vol. 1, Iss. 3, pp. 9-9
Open Access
Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity integrating studies of the brain, behavior, and genetics
Isabella Starling‐Alves, L. Peters, Eric D. Wilkey
(2024)
Open Access
Interventions for comorbid learning disabilities
Daniel R. Espinas, Lynn S. Fuchs
Child Development Perspectives (2024)
Closed Access
Systematic Literature Review: How Important are Literacy and Numeracy for Students, and How to Improve it?
Ulya Ghifrani Rahmania, Ria Rochmi Safitri, Anggraita Febriana Putri, et al.
Indonesian Journal Of Educational Research and Review (2024) Vol. 7, Iss. 2, pp. 416-429
Open Access
Factores cognitivos y actitudinales involucrados en el desempeño en matemáticas en estudiantes de secundaria
Florencia Stelzer, Yésica Aydmune, Ana García Coni, et al.
Liberabit Revista Peruana de Psicología (2023) Vol. 29, Iss. 1, pp. e659-e659
Open Access | Times Cited: 1
Neurocognitive functioning and persistent difficulties in verbal math problem solving: exploring the predictive role of multidimensional models assessed in grade 2 on performance at the end of primary education
Valentín Iglesias-Sarmiento, Leire Pérez, Ángeles Conde Rodríguez, et al.
(2024)
Open Access
Executive functioning skills and (low) mathematical achievement in primary and secondary school
Valentín Iglesias-Sarmiento, Núria Carriedo, Odir Antonio Rodríguez‐Villagra, et al.
(2022)
Open Access | Times Cited: 1
ÖĞRENME GÜÇLÜĞÜ OLAN ÖĞRENCİLERDE SOSYAL HİKÂYELERE GÖMÜLÜ OLARAK SUNULAN ŞEMAYA DAYALI YÖNTEMİN DEĞİŞİM PROBLEMLERİ ÇÖZME BECERİSİ ÜZERİNDEKİ ETKİSİ
Gül Kahveci
Uluslararası Sosyal Bilimler ve Sanat Araştırmaları (2022) Vol. 1, Iss. 2, pp. 131-148
Open Access
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