Suzanne Mol
Assistant Professor
- Name
- Dr. S.E. Mol
- Telephone
- +31 71 527 6759
- s.e.mol@fsw.leidenuniv.nl
- ORCID iD
- 0000-0001-8942-3031
Suzanne Mol works as an Assistant Professor at the Institute of Education and Child Studies, Leiden University. In her current research projects, she builds on her PhD research on leisure reading, and is committed to educational research on inclusiveness and diversity. She is a member of the Faculty Council, Exam Committe, and Leiden Teachers' Academy. Suzanne is a lecturer in the master's specialization Children with Special Needs and in the bachelor's program of Educational and Child Sciences.
More information about Suzanne Mol
Short CV
Thinking and working with an inclusive mindset is important in Suzanne Mol’s research and teaching. The ultimate goal is to enable all students to perform and function optimally in education. She particularly stresses the importance of evaluating the effects of teaching innovations / interventions, for example by implementing Curriculum-Based Measurement (CBM). She also includes CBM in her research line on reading. The role of reading motivation for students with and without reading problems is of particular interest to her.
Suzanne is lecturer in the BA- and MA-program, coordinator of the master specialization Children with Special Needs, fellow of the Leiden Teachers’ Academy and member of KNAW Comenius Network (special interest group: Inclusion).
Scholarships
- 2020: "Effective education for all students", awarded by NRO/NWO as part of the Senior Comenius programme on Inclusive Higher Education (€100k), PI
- 2019: "The importance of leisure time reading and reading enjoyment: A new meta-analysis", funded by Stichting Lezen (€34k), PI
- 2017: "Diversity in University Lectures". Funded by Leiden Teachers’ Academy (€25k), PI
- 2016: "Is "excellent teaching" excellent for everyone? Meeting the diverse needs of students in the University classroom", Funded by CROHO Leiden (€35k), Co-PI with prof. dr. C. A. Espin
- 2012: "Paying attention to reading resistance: A new view on students’ reading routines and learning from text", awarded by National Academy of Education/Spencer Postdoctoral Fellowship Award ($55k); PI
Work days
Monday, Tuesday, Thursday, Friday
Assistant Professor
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Leer/Gedragsproblemen in het onderwijs
- Mol S.E. (2022), Het belang van voorlezen en zelf lezen voor kinderen en adolescenten: meta-analyse van het verband tussen (voor)leeservaring en leesvaardigheid. Amsterdam: Stichting Lezen.
- Espin C.A., Förster N. & Mol S.E. (2021), International perspectives on understanding and improving teachers’ data-based instruction and decision making: introduction to the special series, Journal of Learning Disabilities 54(4): 239-242.
- Espin C.A., Liende M. van der, Van den Bosch R.M., Rippe R.C.A., Beutick M., Langa A. & Mol S.E. (2021), CBM professional development: are teachers getting enough instruction on Data-Based Decision Making? . .
- Vansteelandt I., Mol S.E. & Keer H. van (2021), Pre-service teachers' reader profiles: stability and change throughout teacher education, Journal of Research in Reading 45(1): 1-19.
- Espin C.A., Förster N. & Mol S.E. (2021), International perspectives on understanding and improving teachers’ data-based instruction and decision making: introduction to the special series, Journal of Learning Disabilities 54(4): 239-242.
- Mol S.E., Sikkema-de Jong T.M. & Dijken M.J. van (2020), Onderzoeksrapport gebruikerservaringen ouders met De Voorleeshoek (in opdracht van Stichting Lezen). Leiden: Universiteit Leiden.
- Vansteelandt I., Mol S.E. & Van Keer H. (2019), Design principles for professionalizing primary school teachers on promoting reading motivation, L1 Educational Studies in Language and Literature 19: 1-26.
- Mol S.E. & Espin C.A. (2019), Reading attitude and text difficulty affect gains from 1:1 reading instruction in primary school. 18th Biennial EARLI Conference, Aachen. 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Vansteelandt I., Mol S.E. & Van Keer H. (2019), Continuous professional development on reading for newly qualified teachers: A mixed-method approach. 18th Biennial EARLI Conference, Aachen. 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Vansteelandt I., Van Keer H. & Mol S.E. (2019), Bringing continuous professional development in practice: design principles for a professional development program for primary school teachers focusing on promoting students' reading motivation. ARLE Conference, Lisbon. ARLE Conference 26 June 2019 - 28 June 2019.
- Vansteelandt I., Mol S.E. & Van Keer H. (2019), Beginnende leerkrachten als rolmodellen voor lezen: de nood aan continue professionalisering. Velon/VELOV congress, Breda. Velon/VELOV congres 18 March 2019 - 19 March 2019.
- Mol S.E. (2019), Reading gains and social validity of personalized book reading intervention in secondary school. Aachen: 18th Biennial EARLI Conference.
- Vansteelandt I., Mol S.E. & Keer H. van (2019), Continuous professional development on reading for newly qualified teachers: A mixed-method approach. Aachen: 18th Biennial EARLI Conference.
- Espin C. & Mol S. (2019), Data-gestuurde instructie . [other].
- Boerma I.E., Mol S.E. & Jolles J. (2018), Parents adjust the quality of their home literacy environment to the reading interest of their third to sixth graders, Parenting: Science and Practice 18(4): 243-261.
- Guda M.C., Espin C.A. & Mol S.E. (2018), Making connections: improving reading comprehension skills via a computerized questioning intervention. 28th Annual Meeting of the Society for Text and Discourse 17 July 2018 - 19 July 2018. Brighton: Society for Text and Discourse.
- Vansteelandt I., Mol S.E. & Keer H. van (2017), Do teachers like to read? Profiles of pre-service teachers’ reading attitudes. Tampere: 17th Biennial EARLI Conference.
- Boerma I.E., Mol S.E. & Jolles J. (2017), The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders' Reading Comprehension, Scientific Studies of Reading 21(3): 179-193.
- Vansteelandt I., Mol S.E., Caelen D., Landuyt I. & Mommaerts M. (2017), Do future teachers like to read? Profiles of pre-service teachers’ reading attitudes explain differences in reading behavior and perceived reading competence, Learning and Individual Differences 54: 109-115.
- Boerma I.E., Mol S.E. & Jolles J. (2017), De relatie tussen leerkrachtpercepties en de leesmotivatie van kinderen op de basisschool. In: Steensel R. van & Segers E. (Eds.), Succesvol Lezen in het Onderwijs. Amsterdam: Stichting Lezen. 27-45.
- Vansteelandt I., Mol S.E., Caelen D., Landuyt I. & Mommaerts M. (2017), Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs, Learning and Individual Differences 54: 109-115.
- Boerma I.E., Mol S.E. & Jolles J. (2016), Reading pictures for story comprehension requires mental imagery skills, Frontiers in Psychology 7: e1630.
- Nielen T.M.J., Mol S.E., Sikkema-de Jong M.T. & Bus A.G. (2016), Attentional bias toward reading in reluctant readers, Contemporary Educational Psychology 46: 263-271.
- Mol S.E., Jolles J., Batenburg-Eddes T. van & Bult M.K. (2016), Early adolescents' and their parents' mental imagery in relation to perceived reading competence, Journal of Research in Reading 39(3): 253-267.
- Vansteelandt I., Mol S.E., Mommaerts M., Landuyt I. & Caelen D. (2015), Profiles of preservice teachers’ reading attitudes. Luxemburg: EAPRIL conference .
- Mol S.E. (7 December 2010), To read or not to read (Dissertatie. Department of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University). Supervisor(s): Bus A.G.
- Raad van Advies Kenniscentrum IPABO