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D-Index & Metrics

Social Sciences and Humanities

D-Index
41
Citations
6518
World Ranking
5088
National Ranking
206

Overview

Eliane Segers is affiliated with Radboud University in the Netherlands and focuses on research primarily within the fields of psychology and social sciences. Their work concentrates on developmental and educational psychology, reflecting a sustained engagement with reading and literacy development as well as language development and disorders.

Their research spans several key subfields including cognitive neuroscience, statistics and probability, and information systems. Segers's work addresses a range of topics related to cognitive and developmental aspects of mathematical skills, child development and digital technology, neurobiology of language and bilingualism, second language acquisition and learning, and tactile and sensory interactions.

Segers has authored numerous papers, with recent notable publications including:

  • "Effects of audio support on multimedia learning processes and outcomes in students with dyslexia" (2020), published in Computers & Education
  • "Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development" (2020), published in Teaching and Teacher Education
  • "Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis" (2020), published in Educational Research Review
  • "First and second language vocabulary affect early second language reading comprehension development" (2020), published in Journal of Research in Reading
  • "Fostering integration of informational texts and virtual labs during inquiry-based learning" (2020), published in Contemporary Educational Psychology

Eliane Segers' network of frequent co-authors includes Ludo Verhoeven, Tijs Kleemans, Marian Bruggink, Nicole Swart, and Annelies van der Lee.

The scientist publishes often in several recurring venues, including:

  • Learning and Individual Differences
  • Annals of Dyslexia
  • Journal of Research in Reading
  • Reading and Writing
  • The Journal of Deaf Studies and Deaf Education

Segers also contributes to academic book literature with publications through IEA research for educators. Notable book titles include Putting PIRLS to Use in Classrooms Across the Globe (2022) and Teaching Reading Comprehension in a Digital World (2025).

Best Publications

  • Child and Home Predictors of Early Numeracy Skills in Kindergarten.

    Tijs Kleemans;Marieke Peeters;Eliane Segers;Ludo Verhoeven

  • Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality

    Dimitri van der Linden;Ron H.J. Scholte;Antonius H.N. Cillessen;Jan te Nijenhuis

  • Multimedia support of early literacy learning

    Eliane Segers;Ludo Verhoeven

  • Long‐term effects of computer training of phonological awareness in kindergarten

    Eliane Segers;Ludo Verhoeven

  • Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    Noortje Meijs;Antonius H. N. Cillessen;Antonius H. N. Cillessen;Ron H. J. Scholte;Eliane Segers

  • Changing Peer Perceptions and Victimization through Classroom Arrangements: A Field Experiment

    Yvonne H. M. van den Berg;Eliane Segers;Antonius H. N. Cillessen

  • Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

    Mariola C. Gremmen;Yvonne H. M. van den Berg;Eliane Segers;Antonius H. N. Cillessen

  • Learning in a sheltered Internet environment: The use of WebQuests

    Eliane Segers;Ludo Verhoeven

  • How cognitive factors affect language development in children with intellectual disabilities.

    Margje van der Schuit;Eliane Segers;Hans van Balkom;Ludo Verhoeven

  • Neurocognitive mechanisms of the “testing effect”: A review

    Gesa van den Broek;Atsuko Takashima;Carola Wiklund-Hörnqvist;Linnea Karlsson Wirebring

  • Cognitive and linguistic precursors to numeracy in kindergarten: Evidence from first and second language learners

    Tijs Kleemans;Eliane Segers;Ludo Verhoeven

  • Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

    Eliane Segers;Tijs Kleemans;Ludo Verhoeven

  • Neural correlates of testing effects in vocabulary learning.

    Gesa S. E. van den Broek;Atsuko Takashima;Eliane Segers;Guillén Fernández;Guillén Fernández

  • Computer-Supported Phonological Awareness Intervention for Kindergarten Children With Specific Language Impairment

    Eliane Segers;Ludo Verhoeven

  • Effects of vocabulary training by computer in kindergarten

    Eliane Segers;Ludo Verhoeven

  • A Special Font for People with Dyslexia: Does it Work and, if so, why?

    Eva Marinus;Michelle Mostard;Eliane Segers;Teresa M. Schubert

  • Teacher-Mediated Versus Computer-Mediated Storybook Reading to Children in Native and Multicultural Kindergarten Classrooms

    Eliane Segers;Lianne Takke;Ludo Verhoeven

  • Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development

    Jarise Kaskens;Jarise Kaskens;Eliane Segers;Sui Lin Goei;Sui Lin Goei;Johannes E.H. van Luit

  • How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

    Carolien A. N. Knoop‐van Campen;Eliane Segers;Ludo Verhoeven

  • Scientific Reasoning Abilities in Kindergarten: Dynamic Assessment of the Control of Variables Strategy.

    Joep van der Graaf;Eliane Segers;Ludo Verhoeven

  • Cognitive processes in children's multimedia text learning

    Eliane Segers;Ludo Verhoeven;Nanneke Hulstijn-Hendrikse

  • Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study.

    Stefka H. Marinova-Todd;Paola Colozzo;Pat Mirenda;Hillary Stahl

  • Effects of audio support on multimedia learning processes and outcomes in students with dyslexia

    Carolien A.N. Knoop-van Campen;Eliane Segers;Ludo Verhoeven

Frequent Co-Authors

Ludo Verhoeven
Ludo Verhoeven Radboud University
Antonius H. N. Cillessen
Antonius H. N. Cillessen Radboud University
James M. McQueen
James M. McQueen Radboud University
Holger Mitterer
Holger Mitterer University of Malta
Peter Hagoort
Peter Hagoort Max Planck Institute for Psycholinguistics
Peter F. de Jong
Peter F. de Jong University of Amsterdam
Ron H. J. Scholte
Ron H. J. Scholte Radboud University
Kate Cain
Kate Cain Lancaster University
William J. Burk
William J. Burk Radboud University
Guillén Fernández
Guillén Fernández Radboud University

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