Suzanne E. Mol

3.2k total citations · 3 hit papers
19 papers, 2.3k citations indexed

About

Suzanne E. Mol is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Suzanne E. Mol has authored 19 papers receiving a total of 2.3k indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 12 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in Suzanne E. Mol's work include Reading and Literacy Development (11 papers), Child Development and Digital Technology (9 papers) and Educational Strategies and Epistemologies (5 papers). Suzanne E. Mol is often cited by papers focused on Reading and Literacy Development (11 papers), Child Development and Digital Technology (9 papers) and Educational Strategies and Epistemologies (5 papers). Suzanne E. Mol collaborates with scholars based in Netherlands, United States and Belgium. Suzanne E. Mol's co-authors include Adriana G. Bus, Maria T. de Jong, Daisy J. H. Smeets, Jelle Jolles, Susan B. Neuman, Hilde Van Keer, Christine A. Espin, Daniel Fink, Daniele Perucchini and Cornelia Betschart and has published in prestigious journals such as Psychological Bulletin, Review of Educational Research and Frontiers in Psychology.

In The Last Decade

Suzanne E. Mol

19 papers receiving 2.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

2011 851 citations Suzanne E. Mol, Adriana G. Bus Psychological Bulletin profile →
Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

2008 678 citations Suzanne E. Mol, Adriana G. Bus et al. Early Education and Development profile →
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

2009 419 citations Suzanne E. Mol, Adriana G. Bus et al. Review of Educational Research profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Suzanne E. Mol Netherlands	13	1.6k	1.6k	261	183	163	19	2.3k
Maria T. de Jong Netherlands	10	1.3k 0.8×	1.5k 1.0×	411 1.6×	137 0.7×	141 0.9×	13	1.9k
Rebecca D. Silverman United States	25	1.4k 0.9×	866 0.6×	140 0.5×	196 1.1×	288 1.8×	61	1.9k
D. Ray Reutzel United States	24	1.4k 0.9×	1.2k 0.8×	200 0.8×	223 1.2×	226 1.4×	141	2.0k
Shayne B. Piasta United States	32	2.6k 1.7×	3.0k 1.9×	203 0.8×	122 0.7×	422 2.6×	102	3.8k
Annemarie H. Hindman United States	25	1.9k 1.2×	2.4k 1.5×	153 0.6×	113 0.6×	238 1.5×	72	3.0k
Joan N. Kaderavek United States	32	2.6k 1.6×	2.2k 1.4×	165 0.6×	147 0.8×	178 1.1×	80	3.5k
Elena Bodrova United States	16	813 0.5×	1.6k 1.0×	95 0.4×	126 0.7×	115 0.7×	36	2.2k
Ian A. G. Wilkinson United States	19	1.2k 0.7×	1.3k 0.8×	114 0.4×	217 1.2×	94 0.6×	45	1.9k
Timothy V. Rasinski United States	31	2.9k 1.8×	2.3k 1.5×	465 1.8×	282 1.5×	566 3.5×	188	3.8k
Sylvia Linan‐Thompson United States	25	2.0k 1.3×	1.4k 0.9×	84 0.3×	158 0.9×	581 3.6×	47	2.5k

Countries citing papers authored by Suzanne E. Mol

Since Specialization

Citations

This map shows the geographic impact of Suzanne E. Mol's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Suzanne E. Mol with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Suzanne E. Mol more than expected).

Fields of papers citing papers by Suzanne E. Mol

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Suzanne E. Mol. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Suzanne E. Mol. The network helps show where Suzanne E. Mol may publish in the future.

Co-authorship network of co-authors of Suzanne E. Mol

This figure shows the co-authorship network connecting the top 25 collaborators of Suzanne E. Mol. A scholar is included among the top collaborators of Suzanne E. Mol based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Suzanne E. Mol. Suzanne E. Mol is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

19 of 19 papers shown

Espin, Christine A., Natalie Förster, & Suzanne E. Mol. (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. 5 indexed citations

Mol, Suzanne E., et al.. (2021). Pre‐service teachers' reader profiles: stability and change throughout teacher education. Journal of Research in Reading. 45(1). 1–19. 3 indexed citations

Espin, Christine A., et al.. (2021). A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?. Journal of Learning Disabilities. 54(4). 256–268. 13 indexed citations

Mol, Suzanne E., et al.. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education. 96. 103154–103154. 12 indexed citations

Mol, Suzanne E., et al.. (2019). Design principles for professionalizing primary school teachers on promoting reading motivation. L1 Educational Studies in Language and Literature. 19, Running Issue(Running Issue). 1–26. 5 indexed citations

Mol, Suzanne E., et al.. (2018). Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders. Parenting. 18(4). 243–261. 18 indexed citations

Mol, Suzanne E., et al.. (2017). Attitude profiles explain differences in pre-service teachers' reading behavior and competence beliefs. Learning and Individual Differences. 54. 109–115. 14 indexed citations

Mol, Suzanne E., et al.. (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. 55 indexed citations

Mol, Suzanne E., et al.. (2016). Reading Pictures for Story Comprehension Requires Mental Imagery Skills. Frontiers in Psychology. 7. 1630–1630. 33 indexed citations

10.

Mol, Suzanne E., et al.. (2015). Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently. Reading Psychology. 37(4). 547–569. 16 indexed citations

11.

Mol, Suzanne E., Jelle Jolles, Tamara van Batenburg‐Eddes, & Maureen K. Bult. (2015). Early adolescents' and their parents' mental imagery in relation to perceived reading competence. Journal of Research in Reading. 39(3). 253–267. 1 indexed citations

12.

Mol, Suzanne E., et al.. (2015). Attentional bias toward reading in reluctant readers. Contemporary Educational Psychology. 46. 263–271. 12 indexed citations

13.

Mol, Suzanne E. & Jelle Jolles. (2014). Reading enjoyment amongst non-leisure readers can affect achievement in secondary school. Frontiers in Psychology. 5. 1214–1214. 45 indexed citations

14.

Mol, Suzanne E. & Susan B. Neuman. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly. 29(4). 399–410. 56 indexed citations

15.

Mol, Suzanne E., Susan B. Neuman, & Gabrielle A. Strouse. (2014). From ABCs to DVDs: Profiles of infants' home media environments in the first two years of life. Early Child Development and Care. 184(8). 1250–1266. 4 indexed citations

16.

Betschart, Cornelia, et al.. (2013). Pelvic Floor Muscle Training for Urinary Incontinence. Female Pelvic Medicine & Reconstructive Surgery. 19(4). 219–224. 15 indexed citations

17.

Mol, Suzanne E. & Adriana G. Bus. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.. Psychological Bulletin. 137(2). 267–296. 851 indexed citations breakdown →

18.

Mol, Suzanne E., Adriana G. Bus, & Maria T. de Jong. (2009). Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language. Review of Educational Research. 79(2). 979–1007. 419 indexed citations breakdown →

19.

Mol, Suzanne E., Adriana G. Bus, Maria T. de Jong, & Daisy J. H. Smeets. (2008). Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis. Early Education and Development. 19(1). 7–26. 678 indexed citations breakdown →

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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