Suzanne E Mol

Biographic Data

ID1662331
NAMESuzanne E Mol
GIVEN NAMESSuzanne E
FAMILY NAMEMol
SIGNATUREMOL S E
AFFILIATIONSLeiden University
ORCID0000-0001-8942-3031
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS87
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2022
H-INDEX2

  • Pre‐service teachers' reader profiles

    Open AccessIris Vansteelandt, Suzanne E Mol et al.ARTICLEJournal of Research in Reading2022

    Background Considering (1) that reading proficiency is fundamental for educational success, (2) the reciprocal relationship between affective aspects of reading (e.g., reading attitude and motivation) and reading behaviour and ability, (3) the alarming decline in students' reading attitude throughout primary and secondary education and (4) the rather large group of pre‐service teachers starting teacher education with a negative reading attitude, …

  • International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making

    Open AccessChristine A Espin, Natalie Förster et al.ARTICLEJournal of Learning Disabilities2021

    This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision m…

  • A Systematic Review of CBM Professional Development Materials

    Open AccessChristine A Espin, Roxette M van den Bosch et al.ARTICLEJournal of Learning Disabilities2021

    The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-mak…

  • In pursuit of beginning teachers’ competence in promoting reading motivation

    Open AccessIris Vansteelandt, Suzanne E Mol et al.ARTICLETeaching and Teacher Education2020Cited by: 1References: 14

  • Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders

    Inouk E Boerma, Suzanne E Mol et al.ARTICLEParenting2018Cited by: 1References: 5

    SYNOPSISObjective. The current home literacy activities that parents of children in Grade 3–6 (aged 6.90–13.40 years) engaged in were examined, in relation to parents’ and children’s perceived reading interest and the number of books at home. Design. A survey study was carried out among 452 parents. Subsequently, 89 children in Grades 3 and 4 completed a questionnaire about their reading interest. Results. The frequency of home literacy activitie…

  • Sharing information books with kindergartners

    Open AccessSuzanne E Mol, Susan B NeumanARTICLEEarly Childhood Research Quarterly2014Cited by: 9References: 8

  • To read or not to read

    Suzanne E Mol, Adriana G BusARTICLEPsychological Bulletin2011Cited by: 76

  • Interactive Book Reading in Early Education

    Open AccessSuzanne E Mol, Adriana G Bus et al.ARTICLEReview of Educational Research2009

    This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book re…

  • Added Value of Dialogic Parent–Child Book Readings

    Suzanne E Mol, Adriana G Bus et al.ARTICLEEarly Education and Development2008