Mienke Droop

1.3k total citations
31 papers, 809 citations indexed

About

Mienke Droop is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Mienke Droop has authored 31 papers receiving a total of 809 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 16 papers in Education and 9 papers in Statistics and Probability. Recurrent topics in Mienke Droop's work include Reading and Literacy Development (21 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (7 papers). Mienke Droop is often cited by papers focused on Reading and Literacy Development (21 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (7 papers). Mienke Droop collaborates with scholars based in Netherlands, Indonesia and Brazil. Mienke Droop's co-authors include Ludo Verhoeven, Eddie Denessen, Marloes M. L. Muijselaar, E.G. Steenbeek‐Planting, Peter F. de Jong, Marinus Voeten, Ard W. Lazonder, Eliane Segers, Joep Bakker and Hans Luyten and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Mienke Droop

29 papers receiving 712 citations

Peers

Mienke Droop

DEP

EDUCA

Amy C. Crosson United States

Penelope Collins United States

Joshua F. Lawrence United States

Dianna Townsend United States

Li‐Jen Kuo United States

Jeanne Wanzek United States

Cheryl Dressler United States

Vibeke Grøver Aukrust Norway

Sonali Nag United Kingdom

Louise Spear‐Swerling United States

Amy C. Crosson United States

Mienke Droop

631 ×1.1

DEP

357 ×1.0

EDUCA

133 ×1.0

108 ×0.9

117 ×1.2

Citations per year, relative to Mienke Droop Mienke Droop (= 1×) peers Amy C. Crosson

Countries citing papers authored by Mienke Droop

Since Specialization

Citations

This map shows the geographic impact of Mienke Droop's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Mienke Droop with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mienke Droop more than expected).

Fields of papers citing papers by Mienke Droop

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mienke Droop. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Mienke Droop. The network helps show where Mienke Droop may publish in the future.

Co-authorship network of co-authors of Mienke Droop

This figure shows the co-authorship network connecting the top 25 collaborators of Mienke Droop. A scholar is included among the top collaborators of Mienke Droop based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Mienke Droop. Mienke Droop is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Droop, Mienke, et al.. (2025). A digital boost of the home literacy environment positively impacts early reading and vocabulary development of Indonesian 1 ^st graders at-risk. The Journal of Educational Research. 118(5). 425–436.

Droop, Mienke, et al.. (2025). Parental Language and Literacy and Not the Home Literacy Environment Predict Language and Early Literacy in Indonesian Low SES Kindergartners. Reading & Writing Quarterly. 41(6). 461–478. 1 indexed citations

Droop, Mienke, et al.. (2024). How lexical quality predicts L2 reading comprehension in early bilingual education. International Journal of Bilingual Education and Bilingualism. 27(7). 993–1007. 1 indexed citations

Droop, Mienke, et al.. (2024). Dutch elementary school teachers’ differentiation practices during Science and Technology lessons. Teaching and Teacher Education. 145. 104626–104626. 1 indexed citations

Denessen, Eddie, et al.. (2023). The effects of parental involvement on children’s education. 10. 14–32. 6 indexed citations

Graaf, Joep van der, et al.. (2022). Developing a morphological awareness intervention through inquiry‐based learning. Journal of Research in Reading. 45(3). 468–487. 3 indexed citations

Droop, Mienke, et al.. (2022). Meta-analysis of professional development programs in differentiated instruction. International Journal of Educational Research. 116. 102072–102072. 20 indexed citations

Droop, Mienke, et al.. (2021). Contrasting Similar Words Facilitates Second Language Vocabulary Learning in Children by Sharpening Lexical Representations. Frontiers in Psychology. 12. 688160–688160. 6 indexed citations

Bekkering, Harold, et al.. (2021). Grounding Second Language Vocabulary Instruction in Cognitive Science. Mind Brain and Education. 15(1). 24–34. 5 indexed citations

10.

Denessen, Eddie, et al.. (2019). Indonesian Parents' Involvement in Their Children's Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia. Data Archiving and Networked Services (DANS). 29(1). 253–278. 28 indexed citations

11.

Muijselaar, Marloes M. L., et al.. (2017). The effect of a strategy training on reading comprehension in fourth-grade students. The Journal of Educational Research. 111(6). 690–703. 15 indexed citations

12.

Muijselaar, Marloes M. L., et al.. (2017). Cognitive precursors of the developmental relation between lexical quality and reading comprehension in the intermediate elementary grades. Learning and Individual Differences. 59. 43–54. 13 indexed citations

13.

Muijselaar, Marloes M. L., et al.. (2017). Developmental Relations Between Reading Comprehension and Reading Strategies. Scientific Studies of Reading. 21(3). 194–209. 66 indexed citations

14.

Muijselaar, Marloes M. L., et al.. (2016). Differential lexical predictors of reading comprehension in fourth graders. Reading and Writing. 30(3). 489–507. 23 indexed citations

15.

Denessen, Eddie, et al.. (2015). Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning. International Journal of Bilingualism. 20(6). 700–713. 19 indexed citations

16.

Droop, Mienke & Bert Weltens. (2014). Dutch Association of Applied Linguistics: Association Néerlandaise de Linguistique Appliqée (Anéla). Data Archiving and Networked Services (DANS). 2(2). 311–318. 1 indexed citations

17.

Voeten, Marinus, et al.. (2014). Sociocultural and educational factors for reading literacy decline in the Netherlands in the past decade. Learning and Individual Differences. 32. 9–18. 16 indexed citations

18.

Kleemans, Tijs, et al.. (2010). WebQuests in special primary education: Learning in a web‐based environment. British Journal of Educational Technology. 42(5). 801–810. 12 indexed citations

19.

Droop, Mienke, et al.. (2010). Predictors of reading literacy for first and second language learners. Reading and Writing. 24(4). 413–425. 43 indexed citations

20.

Droop, Mienke & Ludo Verhoeven. (2003). Language proficiency and reading ability in first‐ and second‐language learners. Reading Research Quarterly. 38(1). 78–103. 321 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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