Wim Tops

553 total citations
25 papers, 335 citations indexed

About

Wim Tops is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Wim Tops has authored 25 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 8 papers in Statistics and Probability and 6 papers in Education. Recurrent topics in Wim Tops's work include Reading and Literacy Development (16 papers), Cognitive and developmental aspects of mathematical skills (8 papers) and Educational and Psychological Assessments (5 papers). Wim Tops is often cited by papers focused on Reading and Literacy Development (16 papers), Cognitive and developmental aspects of mathematical skills (8 papers) and Educational and Psychological Assessments (5 papers). Wim Tops collaborates with scholars based in Belgium, Netherlands and United States. Wim Tops's co-authors include Marc Brysbaert, Chana Callens, Eveline Van Cauwenberghe, Valérie Van Hees, Jan Lammertyn, Carol Whitney, Michaël Stevens, Annemie Desoete, Ben Maassen and Natasha M. Maurits and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Journal of Learning Disabilities.

In The Last Decade

Wim Tops

23 papers receiving 319 citations

Peers

Wim Tops

DEP

EDUCA

Christer Jacobson Sweden

Jeremiah Ring United States

Léa Lacerenza Canada

Keith T. Greaney New Zealand

K.P. Van den Bos Netherlands

Florina Erbeli United States

Christina R. Carnahan United States

Dorthe Klint Petersen Denmark

Stéphanie Bellocchi France

Eddy Cavalli France

Christer Jacobson Sweden

Wim Tops

267 ×1.1

DEP

111 ×0.9

EDUCA

132 ×1.3

79 ×1.0

18 ×0.5

Citations per year, relative to Wim Tops Wim Tops (= 1×) peers Christer Jacobson

Countries citing papers authored by Wim Tops

Since Specialization

Citations

This map shows the geographic impact of Wim Tops'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 Wim Tops with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Wim Tops more than expected).

Fields of papers citing papers by Wim Tops

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Wim Tops. 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 Wim Tops. The network helps show where Wim Tops may publish in the future.

Co-authorship network of co-authors of Wim Tops

This figure shows the co-authorship network connecting the top 25 collaborators of Wim Tops. A scholar is included among the top collaborators of Wim Tops 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 Wim Tops. Wim Tops 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

Glatz, Toivo, Wim Tops, Ulla Richardson, et al.. (2023). Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial. PeerJ. 11. e15499–e15499. 3 indexed citations

Bové, Hannelore, et al.. (2023). Embodied Cognition: A Strength for Adolescents’ Academic Achievement and Well-Being in the Classroom?. Document Server@UHasselt (UHasselt). 37–54. 1 indexed citations

Tops, Wim, et al.. (2022). Participation problems and effective accommodations in students with dyslexia in higher education. European Journal of Special Needs Education. 38(3). 317–333. 4 indexed citations

Laurinavichyute, Anna, et al.. (2020). Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children. Journal of Research in Reading. 43(4). 516–535. 7 indexed citations

Tops, Wim, et al.. (2019). Study strategies of first-year undergraduates with and without dyslexia and the effect of gender. European Journal of Special Needs Education. 35(3). 398–413. 9 indexed citations

Tops, Wim, et al.. (2019). Een nieuw screeningsinstrument voor leesonderzoek bij Nederlandse studenten: de Leestest 1-minuut studenten (LEMs). SHILAP Revista de lepidopterología. 24. 1–22. 1 indexed citations

Tops, Wim, et al.. (2017). L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia. PeerJ. 5. e3895–e3895. 14 indexed citations

Tops, Wim, et al.. (2015). Dyslexie in het hoger onderwijs. Data Archiving and Networked Services (DANS). 80–93. 1 indexed citations

Tops, Wim, et al.. (2014). Metacognition for Spelling in Higher Education Students with Dyslexia: Is There Evidence for the Dual Burden Hypothesis?. PLoS ONE. 9(9). e106550–e106550. 21 indexed citations

10.

Tops, Wim, et al.. (2014). An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia. Annals of Dyslexia. 64(1). 91–119. 12 indexed citations

11.

Tops, Wim, Ilse Noens, & Dieter Baeyens. (2014). Onderzoek naar de cognitieve en academische vaardigheden van studenten met een autismespectrumstoornis in het hoger onderwijs. Data Archiving and Networked Services (DANS). 39(4). 127–141. 1 indexed citations

12.

Tops, Wim, et al.. (2013). Do Students with Dyslexia Have a Different Personality Profile as Measured with the Big Five?. PLoS ONE. 8(5). e64484–e64484. 5 indexed citations

13.

Tops, Wim, et al.. (2013). Correction: Do Students with Dyslexia Have a Different Personality Profile as Measured with the Big Five?. PLoS ONE. 8(5). 1 indexed citations

14.

Whitney, Carol, et al.. (2013). No Deficiency in Left-to-Right Processing of Words in Dyslexia but Evidence for Enhanced Visual Crowding. Quarterly Journal of Experimental Psychology. 66(9). 1803–1817. 30 indexed citations

15.

Tops, Wim, et al.. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia. 62(3). 186–203. 40 indexed citations

16.

Tops, Wim, et al.. (2012). Beyond the spelling: writing skills of higher education students with dyslexia. 1 indexed citations

17.

Tops, Wim, et al.. (2012). Spelling in Adolescents With Dyslexia. Journal of Learning Disabilities. 47(4). 295–306. 29 indexed citations

18.

Tops, Wim, et al.. (2012). Beyond spelling: the writing skills of students with dyslexia in higher education. Reading and Writing. 26(5). 705–720. 46 indexed citations

19.

Tops, Wim, et al.. (2012). Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia. PLoS ONE. 7(6). e38081–e38081. 91 indexed citations

20.

Mariën, Peter, et al.. (2011). Grammar disruption in a patient with Neuro-Sweet syndrome. Neurocase. 18(3). 235–247. 4 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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