Liza van den Bosch is Assistant Professor at the Institute of Education and Child Studies, Leiden University.

More information about Liza van den Bosch

Short CV

• 2022- present: Assistant Professor at the Institute of Education and Child Studies
• 2019-2022: Lecturer Educational Sciences, Institute of Education and Child Studies.
• 2014-2019: PhD, dissertation ‘The role of linguistic diversity in early reading comprehension’, promotors: Prof. Ludo Verhoeven and Prof. Eliane Segers, Radboud Universiteit).
• 2014: MSc ‘Educational Sciences: Learning in Interaction’ (cum laude), Utrecht University.
• 2012: BSc Educational Sciences, Utrecht University. 

Research

Liza’s research focuses on language and literacy development in monolingual and bilingual children. Her PhD-project was about reading comprehension in beginning readers from diverse linguistic backgrounds.

Publications

• Bosch, L. J. van den. (2020). The role of linguistic diversity in early reading comprehension (Doctoral thesis, Radboud University, Nijmegen, the Netherlands).
• Bosch, L. J. van den, Segers, E., & Verhoeven, L. (2019). The role of linguistic diversity in the prediction of early reading comprehension: A quantile regression approach. Scientific Studies of Reading, 23, 203-219. doi:10.1080/10888438.2018.1509864
• Bosch, L. J. van den, Segers, E., & Verhoeven, L. (2018). Online processing of causal relations in beginning first and second language readers. Learning and Individual Differences, 61, 59-67. doi:10.1016/j.lindif.2017.11.007
• Bosch, L. J. (2020). Begrijpend lezen bij beginnende lezers met verschillende taalachtergronden. Onderwijsbrochure. Retrieved from: https://www.ru.nl/onderzoekindeschool/onderzoek/ primair-onderwijs/begrijpend-lezen-beginnende-lezers/
• Bosch, L. J. van den, Segers, E., & Verhoeven, L. (2017). Begrijpend lezen bij eentalige en tweetalige kinderen. In R. van Steensel & E. Segers (Eds.), Succesvol lezen in het onderwijs (pp. 127-139). Delft: Eburon.
• Bosch, L. J. van den, & Hilte, M. (2015). Het effect van auditieve ondersteuning bij de toets begrijpend lezen. Tijdschrift voor Orthopedagogiek, 54, 483-494.

Publications