Suzanne E. Mol
Suzanne E. Mol
Leiden University, the Netherlands
Geverifieerd e-mailadres voor fsw.leidenuniv.nl
Geciteerd door
Geciteerd door
To read or not to read: A meta-analysis of print exposure from infancy to early adulthood
SE Mol, AG Bus
Psychological bulletin 137 (2), 267-296, 2011
Added value of dialogic parent–child book readings: A meta-analysis
SE Mol, AG Bus, MT de Jong, DJH Smeets
Early Education and Development 19 (1), 7-26, 2008
Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language
SE Mol, AG Bus, MT de Jong
Review of Educational Research 79 (2), 979-1007, 2009
The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders’ Reading Comprehension
IE Boerma, SE Mol, J Jolles
Scientific Studies of Reading 21 (3), 179-193, 2017
Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status
SE Mol, SB Neuman
Early Childhood Research Quarterly 29 (2014), 399-410, 2014
Reading enjoyment amongst non-leisure readers can affect achievement in secondary school
SE Mol, J Jolles
Frontiers in Psychology 5 (1214), 2014
Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently
IE Boerma, SE Mol, J Jolles
Reading Psychology 37 (4), 547-569, 2016
Reading pictures for story comprehension requires mental imagery skills
IE Boerma, SE Mol, J Jolles
Frontiers in psychology 7, 1630, 2016
Lezen loont een leven lang: De rol van vrijetijdslezen in de taal-en leesontwikkeling van kinderen en jongeren
SE Mol, AG Bus
Levende Talen Tijdschrift 12 (3), 3-15, 2011
To read or not to read
SE Mol
https://scholarlypublications.universiteitleiden.nl/handle/1887/16211, 2010
Parents adjust the quality of their home literacy environment to the reading interest of their third to sixth graders
IE Boerma, SE Mol, J Jolles
Parenting 18 (4), 243-261, 2018
Attentional bias toward reading in reluctant readers
TMJ Nielen, SE Mol, MT Sikkema-de Jong, AG Bus
Contemporary Educational Psychology 46, 263-271, 2016
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program
I Vansteelandt, SE Mol, R Vanderlinde, MK Lerkkanen, H Van Keer
Teaching and Teacher Education 96, 103154, 2020
Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs
I Vansteelandt, SE Mol, D Caelen, I Landuyt, M Mommaerts
Learning and Individual Differences 54, 109-115, 2017
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?
CA Espin, RM van den Bosch, M van der Liende, RCA Rippe, M Beutick, ...
Journal of Learning Disabilities 54 (4), 256-268, 2021
From ABCs to DVDs: Profiles of infants' home media environments in the first two years of life
SE Mol, SB Neuman, GA Strouse
Early Child Development and Care 184 (8), 1250-1266, 2014
Design principles for professionalizing primary school teachers on promoting reading motivation
I Vansteelandt, SE Mol, H Van Keer
L1 Educational Studies in Language and Literature 19, 1-26, 2019
AG Bus, MH van IJzendoorn, SE Mol
Literacy research methodologies (2nd Edition), 270-300, 2010
Pre‐service teachers' reader profiles: stability and change throughout teacher education
I Vansteelandt, SE Mol, H Van Keer
Journal of Research in Reading 45 (1), 1-19, 2022
Early adolescents' and their parents' mental imagery in relation to perceived reading competence
SE Mol, J Jolles, T Van Batenburg‐Eddes, MK Bult
Journal of Research in Reading, 2015
Het systeem kan de bewerking nu niet uitvoeren. Probeer het later opnieuw.
Artikelen 1–20