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Huub van den Bergh

Huub van den Bergh

D-Index & Metrics

Social Sciences and Humanities

D-Index
39
Citations
7134
World Ranking
5630
National Ranking
224

Overview

Huub van den Bergh is affiliated with Utrecht University in the Netherlands and works primarily in the field of Psychology. Their research spans several subfields including Developmental and Educational Psychology, Education, Language and Linguistics, Statistics and Probability, and Artificial Intelligence.

The scientist's work prominently addresses topics related to reading and literacy development, educational strategies and epistemologies, innovative teaching and learning methods, writing and handwriting education, second language acquisition and learning, cognitive and developmental aspects of mathematical skills, and translation studies and practices.

Frequent publication venues for Huub van den Bergh include Instructional Science, Journal of Writing Research, Linguistica Antverpiensia New Series - Themes in Translation Studies, L1 Educational Studies in Language and Literature, and Reading Research Quarterly.

Notable recent papers authored or co-authored by Huub van den Bergh are:

  • A Meta-Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades, 2020, Reading Research Quarterly
  • Effects of reading strategy instruction in English as a second language on students' academic reading comprehension, 2021, Language Teaching Research
  • Poor understanding of allergen labelling by allergic and non-allergic consumers, 2021, Clinical & Experimental Allergy
  • Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?, 2020, Instructional Science
  • Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education, 2021, Instructional Science

Huub van den Bergh has collaborated frequently with several scholars, including Gert Rijlaarsdam, Suzanne T. M. Bogaerds-Hazenberg, Jacqueline Evers-Vermeul, Deborah June Yapp, and Rick de Graaff.

Best Publications

  • On multi-level modeling of data from repeated measures designs: a tutorial

    Hugo Quené;Huub van den Bergh

  • Examples of Mixed-Effects Modeling with Crossed Random Effects and with Binomial Data.

    Hugo Quené;Huub van den Bergh

  • Environmental Knowledge, Attitudes, and Behavior in Dutch Secondary Education

    Hans Kuhlemeier;Huub Van Den Bergh;Nijs Lagerweij

  • Relations Between Writing Processes and Text Quality: When and How?

    Iris Breetvelt;Huub van den Bergh;Gert Rijlaarsdam

  • Observational learning and the effects of model-observer similarity.

    Martine A. H. Braaksma;Gert Rijlaarsdam;Huub van den Bergh

  • L1 use during L2 writing: an empirical study of a complex phenomenon

    Daphne van Weijen;Huub van den Bergh;Huub van den Bergh;Gert Rijlaarsdam;Ted Sanders

  • Observational Learning and Its Effects on the Orchestration of Writing Processes

    Martine A. H. Braaksma;Gert Rijlaarsdam;Huub van den Bergh;Bernadette H. A. M van Hout-Wolters

  • Stability and discriminative power of the Young Schema-Questionnaire in a Dutch clinical versus non-clinical population

    Marleen M. Rijkeboer;Huub van den Bergh;Jan van den Bout

  • The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL

    Elke Van Steendam;Elke Van Steendam;Gert Rijlaarsdam;Gert Rijlaarsdam;Lies Sercu;Huub Van den Bergh;Huub Van den Bergh

  • Native/non-native speaker interactions through video-web communication: a clue for enhancing motivation?

    Kristi Jauregi;Rick de Graaff;Huub van den Bergh;Milan Kriz

  • Integrating cross-cultural interaction through video-communication and virtual worlds in foreign language teaching programs: is there an added value?

    Silvia Canto;Kristi Jauregi;Huub van den Bergh

  • Effects of thinking aloud on writing processes

    Daniël Janssen;Luuk van Waes;Huub van den Bergh

  • Multiple Group Confirmatory Factor Analysis of the Young Schema-Questionnaire in a Dutch Clinical versus Non-clinical Population

    Marleen M. Rijkeboer;Huub van den Bergh

  • Effect of genre on the generalizability of writing scores

    Renske Bouwer;Anton Béguin;Ted Sanders;Huub van den Bergh

  • Writing as a learning tool: Testing the role of students' writing strategies

    Marleen Kieft;Gert Rijlaarsdam;Gert Rijlaarsdam;Huub van den Bergh

  • Educational Leadership and Pupil Achievement: The Choice of a Valid Conceptual Model to Test Effects in School Effectiveness Research.

    Sven De Maeyer;Rita Rymenans;Peter Van Petegem;Huub van den Bergh

  • Measuring the quality of governmental websites in a controlled versus an online setting with the 'Website Evaluation Questionnaire'

    Sanne Elling;Leo Lentz;Menno D.T. de Jong;Huub van den Bergh

  • The effects of adapting a writing course to students' writing strategies

    Marleen Kieft;Gert Rijlaarsdam;David Galbraith;Huub van den Bergh

  • An aptitude–treatment interaction approach to writing-to-learn

    Marleen Kieft;Gert Rijlaarsdam;Huub van den Bergh;Huub van den Bergh

  • The dynamics of composing—An agenda for research into an interactive compensatory model of writing: Many questions, some answers.

    Gert Rijlaarsdam;Huub van den Bergh

  • Changes in Cognitive Activities During the Writing Process and Relationships with Text Quality

    Huub Van Den Bergh;Gert Rijlaarsdam

Frequent Co-Authors

Gert Rijlaarsdam
Gert Rijlaarsdam University of Amsterdam
Ted Sanders
Ted Sanders Utrecht University
Jan van den Bout
Jan van den Bout Utrecht University
Peter Van Petegem
Peter Van Petegem University of Antwerp
David W. Galbraith
David W. Galbraith University of Arizona
Menno D.T. de Jong
Menno D.T. de Jong University of Twente
Rob Schoonen
Rob Schoonen Radboud University
Gideon J. Mellenbergh
Gideon J. Mellenbergh University of Amsterdam
David Gijbels
David Gijbels University of Antwerp

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