Eliane Segers: Influence Statistics

Eliane Segers

Eliane Segers

Behavioural Science Institute, Radboud University, Netherlands. | Behavioural Science Institute, Radboud University, Nijmegen, Netherlands | Montessorilaan 3, P.P. Box 9104, ...

Eliane Segers: Expert Impact

Concepts for which Eliane Segers has direct influence: Reading comprehension , Phonological awareness , Intellectual disabilities , Children dyslexia , Networked hypertexts , Scientific reasoning , Early literacy .

Eliane Segers: KOL impact

Concepts related to the work of other authors for which for which Eliane Segers has influence: Phonological awareness , General factor , Reading comprehension , Young children , Retrieval practice , Academic achievement , Executive functions .

KOL Resume for Eliane Segers

Year
2022

Behavioural Science Institute, Radboud University, Netherlands.

2021

Behavioural Science Institute, Radboud University, Nijmegen, Netherlands

2020

Department of Instructional Technology, University of Twente, the Netherlands

2019

Instructional Science, Twente University, Enschede, Netherlands

Behavioural Science Institute, Radboud University

2018

Behavioural Science Institute, Radboud University, Nijmegen, View further author information

Department of Instructional Technology, University of Twente, The Netherlands

2017

Behavioural Science Institute, Radboud University, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands

Eliane Segers is professor in reading and digital media with a special interest in how children can optimally learn in digital environments.

2016

Radboud University, Behavioural Science Institute, 6500 HC Nijmegen, The Netherlands

Instructional Technology, University of Twente

2015

Behavioural Science Institute, Radboud University Nijmegen, The Netherlands

2014

Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, P.O. Box 9104, 6500 HE, Nijmegen, The Netherlands

2013

Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands

2012

Behavioural Science Institute, Radboud University, PO box 9104, 6500 HE, Nijmegen, The Netherlands

2011

Department of Special Education, Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands

2010

Radboud University Nijmegen, Behavioural Science Institute

2009

Behavioural Science Institute, Radboud University Nijmegen, Spinoza Building, 5th floor, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands

2008

Behavioural Science Institute, Radboud University Nijmegen, Spinoza Building, 5th floor, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.

2005

Department of Special Education, Radboud University Nijmegen, The Netherlands

2004

Department of Special Education, University of Nijmegen, Spinoza Building, 5th floor, P. O. Box 9104, 6500 HE Nijmegen, The Netherlands

2003

Department of Special Education, University of Nijmegen

2002

School of Education, University of Nijmegen, Spinoza Building, 5th floor, PO Box 9104, 6500 HE Nijmegen, The Netherlands

1999

Nijmegen Institute for Cognition and Information, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands; e-mail: http://hwr.nici.kun.nl, NL

Prominent publications by Eliane Segers

KOL-Index: 12188 . This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children ...
Known for Phonological Awareness | Dyslexia Memory | Word Reading | Fourthgrade Children
KOL-Index: 9217 . The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary size predicts word reading via its impact on phonological awareness within and across languages in 62 emerging English (L1) and French (L2) Grade 1 children (M = 75.69 months, SD = 3.18) enrolled in an early French ...
Known for Phonological Awareness | Lexical Specificity | Word Reading | English French
KOL-Index: 8724 . BACKGROUND: For pre-school children, the home literacy environment (HLE) plays an important role in the development of language and literacy skills. As there is little known about the HLE of children with intellectual disabilities (ID), the aim of the present study was to investigate the HLE of children with ID in comparison with children without disabilities. METHOD: Parent questionnaires ...
Known for Literacy Environment | Children Intellectual Disabilities | Productive Syntax | Parent Child
KOL-Index: 8581 . We examined the responsiveness to a 12-week phonics intervention in 54 s-grade Dutch children with dyslexia, and compared their reading and spelling gains to a control group of 61 typical readers. The intervention aimed to train grapheme-phoneme correspondences (GPCs), and word reading and spelling by using phonics instruction. We examined the accuracy and efficiency of grapheme-phoneme ...
Known for Spelling Intervention | Children Dyslexia | Precursor Measures | Word Reading
KOL-Index: 8463 . There is ample evidence that individuals with dyslexia have a phonological deficit. A growing body of research also suggests that individuals with dyslexia have problems with categorical perception, as evidenced by weaker discrimination of between-category differences and better discrimination of within-category differences compared to average readers. Whether the categorical perception ...
Known for Speech Perception | Risk Dyslexia | Reading Problems | Phonological Deficit
KOL-Index: 8358 . A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were ...
Known for Reading Comprehension | Intellectual Disabilities | Nonverbal Reasoning | Linguistic Skills
KOL-Index: 8331 . Learning to read is a complex process that develops normally in the majority of children and requires the mapping of graphemes to their corresponding phonemes. Problems with the mapping process nevertheless occur in about 5% of the population and are typically attributed to poor phonological representations, which are--in turn--attributed to underlying speech processing difficulties. We ...
Known for Risk Dyslexia | Allophonic Perception | Neural Evidence | Mmn Children
KOL-Index: 7855 . The present study investigated the linguistic and cognitive predictors of early literacy in 17 children with intellectual disabilities (ID) (mean age: 7; 6 years) compared to 24 children with normal language acquisition (NLA) (mean age: 6; 0 years), who were all in the so-called partial alphabetic phase of reading (Ehri, 2005). In each group, children's performances in early literacy ...
Known for Early Literacy Skills | Children Nla | Intellectual Disabilities | Letter Knowledge
KOL-Index: 7646 . This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 first‐year secondary school ...
Known for Networked Hypertexts | Reading Comprehension | Graphic Overview | Lower Vocabulary
KOL-Index: 7623 . The present study examined whether: (i) self-rated personality (Big Five) is related to peer-ratings of likeability and popularity in classmates and (ii) a General Factor of Personality (GFP), reflecting the shared variance of the Big Five, is related to social status. In a sociometric approach, adolescent classmates (N=512) rated each other on likeability and popularity. The Big Five ...
Known for Likeability Popularity | General Factor | Personality Gfp | Social Status
KOL-Index: 7424 . OBJECTIVE: A growing body of evidence suggests that individuals with dyslexia perceive speech using allophonic rather than phonemic units and are thus sensitive to phonetic variations that are actually irrelevant in the ambient language. This study investigated speech perception difficulties in adults with dyslexia using behavioural and neural measurements with stimuli along a ...
Known for Speech Perception | Adults Dyslexia | Evoked Potentials | Phonemic Units
KOL-Index: 7267 . This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the ...
Known for Reading Comprehension | Executive Control | Bilingual Children | Language Vocabulary
KOL-Index: 7214 . The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented ...
Known for Multimedia Learning | Redundancy Effects | Children Dyslexia | Study Time
KOL-Index: 6851 . The present study investigated the language development of 50 children with intellectual disabilities (ID) and 42 typically developing children from age 4 to 5 years, and was designed to shed more light on the respective roles of phonological working memory (WM) and nonverbal intelligence in vocabulary and syntax development. Results showed that nonverbal intelligence predicted ...
Known for Language Development | Intellectual Disabilities | Nonverbal Intelligence | Vocabulary Age
KOL-Index: 6805 . The goal of this study was to investigate how growth during a phonics-based intervention, as well as reading levels at baseline testing, predicted long-term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50-week phonics-based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic ...
Known for Children Dyslexia | Word Reading | Grade 5 | Male Phonetics

Key People For Reading Comprehension

Top KOLs in the world
#1
Kate Cain
reading comprehension morphological awareness stereotypical gender
#2
Jane V Oakhill
reading comprehension stereotypical gender syllogistic reasoning
#3
William E Tunmer
reading recovery new zealand phonological awareness
#4
Charles A Perfetti
individual differences writing systems chinese characters
#5
Margaret J Snowling
phonological skills individual differences reading comprehension
#6
Wesley A Hoover
phonological recoding skill simple view variance models

Behavioural Science Institute, Radboud University, Netherlands. | Behavioural Science Institute, Radboud University, Nijmegen, Netherlands | Montessorilaan 3, P.P. Box 9104, 6525 HE, Nijmegen, The Netherlands | Behavioural Science Institute, Radboud