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Direct linkVansteelandt, Iris; Mol, Suzanne E.; Van Keer, Hilde – Journal of Research in Reading, 2022
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…
Descriptors: Preservice Teachers, Preservice Teacher Education, Reading Attitudes, Reading Motivation
Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle – Scientific Studies of Reading, 2017
Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…
Descriptors: Family Literacy, Family Environment, Expressive Language, Verbal Ability
Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle – Reading Psychology, 2016
The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys,…
Descriptors: Teacher Attitudes, Gender Differences, Reading Motivation, Grade 6
Mol, Suzanne E.; Jolles, Jelle; Van Batenburg-Eddes, Tamara; Bult, Maureen K. – Journal of Research in Reading, 2016
This cross-sectional survey study examined the relation between mental imagery (i.e., seeing images of a story "in the mind's eye") and perceived self-competence in reading. The study was conducted with a group of seventh-grade to ninth-grade students in the prevocational educational track of secondary schools in the Netherlands and…
Descriptors: Early Adolescents, Imagery, Secondary School Students, Gender Differences
Mol, Suzanne E.; Neuman, Susan B.; Strouse, Gabrielle A. – Early Child Development and Care, 2014
The very definition of print exposure has evolved in recent years as has the production of new media for infants and toddlers. Recognising that parents now have a confluence of media to select from, our study was designed to provide a richer understanding of home-literacy environments among 100 infants. Three profiles of families' home media…
Descriptors: Infants, Printed Materials, Parents, Parent Participation
Espin, Christine A.; van den Bosch, Roxette M.; van der Liende, Marijke; Rippe, Ralph C. A.; Beutick, Melissa; Langa, Athanasia; Mol, Suzanne E. – Journal of Learning Disabilities, 2021
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…
Descriptors: Curriculum Based Assessment, Faculty Development, Data Use, Decision Making
Mol, Suzanne E.; Bus, Adriana G. – Psychological Bulletin, 2011
This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all…
Descriptors: Reading Research, Recreational Reading, Leisure Time, Opportunities
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T. – Review of Educational Research, 2009
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…
Descriptors: Foreign Countries, Emergent Literacy, Vocabulary Development, Early Reading
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H. – Early Education and Development, 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that…
Descriptors: Control Groups, Reading Aloud to Others, Effect Size, Literacy
