Elise Swart
Assistant professor
- Name
- Dr. E.K. Swart
- Telephone
- +31 71 527 2727
- e.k.swart@fsw.leidenuniv.nl
- ORCID iD
- 0000-0001-9409-4463
Elise Swart has studied at Leiden University. After the bachelor Pedagogical Sciences (2009-2012) she completed the Research Master “Developmental Psychopathology in Education and Child Studies” (2012-2013). In June 2021 she obtained her PhD at Leiden University with her dissertation titled "Mind the reading mind: a multifaceted and methodologically diverse approach to investigate the role of attentional control and feedback in reading comprehension".
More information about Elise Swart
Elise Swart in the media
Short cv
Elise Swart has studied at Leiden University. After the bachelor Pedagogical Sciences (2009-2012) she completed the Research Master “Developmental Psychopathology in Education and Child Studies” (2012-2013). In June 2021 she obtained her PhD at Leiden University with her dissertation titled "Mind the reading mind: a multifaceted and methodologically diverse approach to investigate the role of attentional control and feedback in reading comprehension".
In addition to her PhD, she has worked as a teacher within the research group 'Learning and Behavioral Problems in Education' and as a program and policy officer at the Netherlands Organisation for Scientific Research (NWO). Since September 2021 she works as assistant professor of learning and education at Leiden University.
Research
Elise Swart's research focuses on the neurobiological and cognitive factors, such as attention, that influence reading motivation and reading comprehension. In addition, her research focuses on the effects of multimedia, interactive options and feedback on reading motivation and performance.
Awards
- 2014 - Emile Thesis Award 2013-2014 (Leiden University)
- 2014 - NVO Thesis Award (Nederlandse Vereniging van Orthopedagogen en onderwijskundigen)
- 2014 - Thesis Award of the Faculty of Social Sciences (Leiden University)
Scholarships
- 2023 - The Netherlands Initiative for Education Research (NRO; €321.276, with dr. T.M. Sikkema-de Jong): How effective is training executive functions as an impulse for academic skills?
- 2023 - Virtual International Collaboration in Higher Education (€15.000, with dr. I. Máñez, University of Valencia): The effects of feedback on reading comprehension in primary school children.
- 2022 - LUF (Leiden University Fund) / Elise Mathilde Fund (€35.000): Does feedback do a double-duty? Using feedback to support comprehension while reading and teach reading comprehension skills that can be applied when reading new texts.
- 2022 - Grass shoot for innovation in higher education, Leiden University (€8.000): Creating a platform for master thesis students.
- 2018 - Grassroot for innovation in higher education, Leiden University (€1000, in collaboration with dr. T.M. Sikkema-de Jong): Deployment of a mobile EEG headset for bachelor and master students to gain hands-on research experience with EEG data.
Work days
Monday, Tuesday, Wednesday, Friday
Assistant professor
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Leer/Gedragsproblemen in het onderwijs
- Swart E.K. & Buijs E. (26 April 2024), Zijn intensieve interventieprogramma’s van enkele weken effectief om achterstanden in leesbegrip bij eerstejaars havo- en vwo-leerlingen weg te werken?: Kennisrotonde (NRO). [web article].
- Swart E.K. & Liende M. van der (2024), The combined effect of timing and elaborateness of feedback to support and teach reading comprehension and reading strategy skills. 31th annual meeting of the Society for the Scientific Study of Reading, Copenhagen. 10 July 2024 - 13 July 2024. [conference poster].
- Dijken M.J. van & Swart E.K. (2024), Kindergartner literacy boost with e-storybooks: the promise of print referencing in e-Prent&ABC. 31th annual meeting of the Society for the Scientific Study of Reading, Copenhagen. 10 July 2024 - 13 July 2024. [conference poster].
- Espin C.A., Swart E.K., Helder A., Veerbeek J., Broek P. van den, Dijken M.J. van & Koornneef A.W. (2024), Scores from CBM maze: do they reflect text-level comprehension?. 31th annual meeting of the Society for the Scientific Study of Reading 10 July 2024 - 13 July 2024.
- Swart E.K. & Liende M. van (2023), The effect of timing and elaborateness of feedback to support and teach reading comprehension. EARLI Conference 2023 22 August 2023 - 26 August 2023.
- Swart E.K. (2023), Does feedback do a double-duty? : using feedback to support comprehension while reading and teach reading comprehension skills that can be applied when reading new texts. [OSF Preregistration}. [other].
- Sikkema-de Jong T.M. & Swart E.K. (2023), Verhaalbegrip bij peuters en kleuters, Tijdschrift voor Remedial Teaching 1: 10-13.
- Swart E.K., Nielen T.M.J. & Sikkema T.M. (2022), Does feedback targeting text comprehension trigger the use of reading strategies or changes in readers' attitudes? A meta‐analysis, Journal of Research in Reading : .
- Swart E.K. & Gijsel M. (2022), Fonemisch bewustzijn stimuleren, JSW: Jeugd in School en Wereld 2: 30-33.
- Swart E.K., Helder A. & Espin C.A. (2022), Wat we nog niet weten: leesonderzoek in heden en toekomst. In: Dijk Y. van, Klaver M-J., Stronks E. & Hamel M. (Eds.), Omdat lezen loont: op naar effectief leesonderwijs in Nederland: Uitgeverij Pica. 178-189.
- Swart E.K. (8 June 2021), Mind the reading mind: a multifaceted and methodologically diverse approach to investigating the role of attentional control and feedback in reading comprehension (Dissertatie. Leiden Institute of Education and Child Studies , Faculty of Social and Behavioural Sciences, Leiden University). Supervisor(s) and Co-supervisor(s): Espin C.A., Sikkema-de Jong T.M.
- Swart E.K. & Sikkema T.M. (2021), The effects of increased dopamine-levels on attentional control during reading and reading comprehension, Current Psychology : .
- Swart E.K. (19 August 2021), Leesmotivatie: investeren in de wil om te lezen. Leraar24. [blog entry].
- Swart E.K., Nielen T.M.J., Shaul S. & Sikkema-de Jong T.M. (2020), Frontal theta/beta-ratio (TBR) as potential biomarker for attentional control during reading in healthy females, Cognition, Brain, Behavior : An Interdisciplinary Journal 24(3): 187-211.
- Espin C.A., Swart E.K., Helder A. & Koornneef A.W. (2020), Do CBM maze scores reflect reading comprehension?: Inconsistency effects during completion of a CBM maze task. .
- Swart E.K., Nielen T.M.J. & Sikkema-de Jong M.T. (2019), Supporting learning from text: A meta-analysis on the timing and content of effective feedback, Educational Research Review 28: e100296.
- Helder A., Swart E.K., Espin C.A., Koornneef A.W. & Van den Broek P.W. (2019), Coherence monitoring while completing reading maze task. 26th annual meeting of the Society for the Scientific Study of Reading, Toronto. 17 July 2019 - 20 July 2019. [conference poster].
- Helder A., Espin C.A., Swart E.K., Van den Broek P.W. & Koornneef A.W. (2019), CBM maze tasks: Do they reflect comprehension? Annual meeting of the Society for the Scientific Study of Reading, Toronto. Annual meeting of the Society for the Scientific Study of Reading 17 July 2019 - 20 July 2019.
- Swart E.K., Nielen T.M. & Sikkema-deJong M.T. (2018), Supporting reading comprehension: A meta-analysis on when and how to provide feedback during reading.25th Annual Meeting of the Scientific Society for the Study of Reading, Brighton. 25th Annual Meeting of the Scientific Society for the Study of Reading 18 July 2018 - 21 July 2018.
- Swart E.K. (2018), Attentional control & reading comprehension. Summer School on Reading and Learning in the Digital World, Wurzburg. Summer School on Reading and Learning in the Digital World 8 July 2018 - 13 July 2018. Wurzburg: Summer School on Reading and Learning in the Digital World.
- Swart E.K. & Verhoeven J. (2018), Welk verband bestaat er tussen tutorlezen en de ontwikkeling van technische leesvaardigheid? Wat zijn werkzame ingredienten bij tutorlezen?. Den Haag: NRO.
- Sikkema-de Jong M.T. & Swart E.K. (2017), App, noot, mies. Leerzame voorleesapps kiezen, De Wereld van het Jonge Kind 45: 16-19.
- Swart E.K. & Gijsel M. (16 July 2017), Welke strategie is het meest effectief voor het aanleren van auditieve synthese ("plakken") bij technisch lezen en wanneer kun je het beste starten met het aanleren hiervan? (Kennisrotonde: Het online loket voor de beantwoording van actuele kennisvragen uit en over het onderwijs). [web article].
- Takacs Z.K. & Swart E.K. (2016), The Potential of Multimedia Stories for Fostering the Language Skills of Bilingual, Immigrant Preschoolers: A Meta-Analysis, Általános nyelvészeti tanulmányok = General Linguistic Studies 28: 279-294.
- Takacs Z.K., Swart E.K. & Bus A.G. (2015), Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks, Review of Educational Research 85(4): 698-739.
- Swart E.K. (2015), Gedigitaliseerde verhalen als hulpmiddel om nieuwe woorden te leren: Een meta-analyse, Orthopedagogiek: Onderzoek en Praktijk 54(8): 340-349.
- Swart E.K. (2015), Verhalen met technologie als hulpmiddel om nieuwe woorden te leren: Een meta-analyse. In: Schram D. (Ed.), Hoe maakbaar is de lezer. Delft: Eburon, Stichting Lezen reeks. 109-128.
- Takacs Z.K., Swart E.K. & Bus A.G. (2015), Can technology increase the beneficial effects of storybooks on young children's literacy. Mercator-LEARNMe Conference, Budapest, Hungary, Proceedings of the LEARNMe Final Conference. Mercator-LEARNMe Conference, Budapest, Hungary 18 September 2015 - 19 September 2015 58-59.
- Takacs Z.K., Swart E.K. & Bus A.G. (2015), The benefits and pitfalls of the transition to digital storybook reading in the preschool age. European Conference on Educational Research (ECER). Budapest, Hungary.
- Swart E.K. (2015), Winnaar Facultaire Scriptieprijs: Technology-enhanced stories as word leading support for children at risk: A meta-analysis. [other].
- Takacs Z.K., Swart E.K. & Bus A.G. (2015), Can technology increase beneficial effects of storybooks on young children's literacy? A meta-analysis. AERA, Chicago, USA. [lecture].
- Takacs Z.K., Swart E.K. & Bus A.G. (2014), Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult, Frontiers in Psychology 5: e1366.
- Swart E.K. (2014), Verhalen met technologie als hulpmiddel bij het leren van nieuwe woorden: een meta-analyse. Congres Stichting Lezen, Amsterdam. Congres Stichting Lezen, Amsterdam. 21 November 2014 - 21 November 2014. [conference poster].
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