National and International Publications

Alexandersen, N., Zachrisson, H. D., Røysamb, E., Wilhelmsen, T., Wang, M. V., & Brandlistuen, R. E. (2024). Preschool structural quality and student–teacher closeness are related to children's adjustment: sibling-informed design. Early Childhood Research Quarterly, 66, 48-60. https://doi.org/10.1016/j.ecresq.2023.08.009

Bråten, I., Haverkamp, Y. E., Latini, N., & Strømsø, H. I. (2024). Measuring multiple-source based academic writing self-efficacy. In S. Graham, G. A., Troia, & G. B. U. Skar (Eds.), Student and teacher writing motivational beliefs (pp. 126-163). Lausanne: Frontiers Media.

Bråten, I., Strømsø, H. I., & Salmerón, L. (Eds.) (2024). Special issue for the 2023 Conference for the Society for Text and Discourse. Discourse Processes, 61(4-5). https://doi.org/10.1080/0163853X.2024.2369014

Demir, B., Haverkamp, Y. E., Braasch, J. L. G., & Bråten, I. (2024). Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts. Learning and Individual Differences, 111, article 102442. https://doi.org/10.1016/j.lindif.2024.102442

Eliassen, E., Brandlistuen, R. E., & Wang, M. V. (2024). The effect of ECEC process quality on school performance and the mediating role of early social skills. European Early Childhood Education Research Journal, 32(2), 325-338. https://doi.org/10.1080/1350293X.2023.2254531

Fjæra, K. E., Lekhal, R., Helseth, S., Småstuen Hagen, M., & Lekhal, S. (2024). Health Education Journal, 83(5), 519–530. https://doi.org/10.1177/00178969241249977

Fjæra, K. E., Lekhal, R., Helseth, S., Hagen, M., & Lekhal, S. (2024). The effect of the association between food budget and food quality on adherence to national guidelines in kindergartens, and the impact of budget limit on the food quality. Food & Nutrition Research, 68, https://doi.org/10.29219/fnr.v68.9524

Fostervold, K.I., Reme, S.E. Strømsø, H.I., & Ludvigsen, S.R. (2024). Relationships between study conditions, stress, and perceived health: Studying at university after the COVID-19 lockdown. In C.J. McCarthy, J. Lynch & S. DiDonato (Eds.). Research on college stress and coping: Implications from the COVID-19 pandemic and beyond (pp. 109-134). Information Age Publishing.

Grøver, V., Gustafsson, J. E., Rydland, V., & Snow, C. E. (2024). Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners? Scientific Studies of Reading, 28(4), 441–462. https://doi.org/10.1080/10888438.2024.2335925

Haverkamp, Y. E., Bråten, I., Latini, N., & Strømsø, H. I. (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology, 77, Article 102271. https://doi.org/10.1016/j.cedpsych.2024.102271

Karlsen, L., Rydland, V., Solheim Buøen, E., Vandell, D. L., & Lekhal, R. (2024). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research, 22(1), 106-121. https://doi.org/10.1177/1476718X231195708

Kiili, C., Strømsø, H. I., Bråten, I., Ruotsalainen, J. & Räikkönen, E. (2024). Reading comprehension skills and prior topic knowledge serve as resources when adolescents justify the credibility of multiple online texts. Reading Psychology. https://doi.org/10.1080/02702711.2024.2351485

Lekhal, R., & Karlsen, L. (2024). Bullying of students who receive special education services for learning and behaviour difficulties in Norway. International Journal of Inclusive Education, 28(8), 1372–1389. https://doi.org/10.1080/13603116.2021.1991487

Lekhal, R., Drugli, M. B., Karlsen, L., Lydersen, S., & Buøen, E. S. (2024). Does Thrive by Three, a quality-building intervention in childcare centres, strengthen children’s language skills? European Early Childhood Education Research Journal, 32(3), 448–463. https://doi.org/10.1080/1350293X.2023.2260131

Nomat, D., Grøver, V., & Rydland, V. (2024). Code-Switching During Shared Reading. Education and Dialogue in Polarized Societies: Dialogic Perspectives in Times of Change, In Erstad, O.A.; Hagtvet, R. B. & Wertsch, J.V. (Red.), Education and Dialogue in Polarized Societies. Oxford University Press. ISSN 9780197605424

Ovati, T. S., Rydland, V., Grøver, V., & Lekhal, R. (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education (Vol. 9, p. 1340295). https://doi.org/10.3389/feduc.2024.1340295

Rydland, V., & Grøver, V. (2024). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development. Journal of Early Childhood Research, 22(2), 166-179. https://doi.org/10.1177/1476718X231210637

Røe-Indregård, H., Brinchmann, E. I., Rydland, V., Rowe, M. L., Hagtvet, B. E., & Zambrana, I. M. (2024). Teacher–child interactions during toy play and book sharing. Early Education and Development, 35(2), 234-249. https://doi.org/10.1080/10409289.2022.2142028

Stensen, K., Lydersen, S., Ranøyen, I., Lekhal, R., Drugli, M. B., & Buøen, E. S. (2024). Investigating the measurement invariance of the Caregiver-Teacher Report Form (C-TRF) factors in a Norwegian early childhood education and care context. Journal of Psychopathology and Behavioral Assessment, 46(2), 426–433. https://doi.org/10.1007/s10862-023-10074-4

Strømsø, H.I. (2024). Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension? Reading and Writing, 37, 2151–2171. https://doi.org/10.1007/s11145-023-10468-6

Strømsø, H. I. & Wittek, L. (2024). Teoretiske byggesteiner i universitetspedagogikken. I D. Husebø, L. Ferguson, O. R. Stalheim, I. C. Eriksen, R. Isaksen, A. Mavroudi og P. Wallin (Red.). Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge – fremvekst, grunnlagstenkning og «state of the art» (s. 55–73). Cappelen Damm Akademisk. https://doi. Org/10.23865/cdf.225.ch3

Tarchi, C., Casado Ledesma, L., Anmarkrud, Ø., Guidi, E., & de Diego Cuéllar, M. (2024). Adjusting strategic reading when integrating multiple texts. In Comprehension of Text and Graphics: from Human to Artificial Intelligence (pp. 24-24).

Yang, J., Grøver, V., & Lawrence, J. (2024). Chinese mothers use idioms in shared book reading: A predictor for children’s Chinese vocabulary growth? Journal of Child Language. ISSN 0305-0009. https://doi.org/10.1017/S0305000924000266

Yang, J., Lawrence, J., & Grøver, V. (2024). What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development. First language 44(3), 301-323. https://doi.org/10.1177/01427237241242177

Bjørnsen HN, Bjørnebekk G, Brandmo C. (2023). Schools as a source of mental health literacy: Adjusting and validating a mental health literacy scale. Health Promotion Practice, 25(3), 391-398. https://doi.org/10.1177/1524839923116109

Braasch, J. L., Anmarkrud, Ø., Andresen, A., Ferguson, L. E., & Kardash, C. M. (2023). Beliefs about the malleability of working memory guide college students’ evaluations of belief-inconsistent and belief-consistent journal articles. Reading Psychology, 44(6), 649-671. https://doi.org/10.1080/02702711.2023.2179145

Bråten, I., Haverkamp, Y. E., Latini, N., & Strømsø, H. I. (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology, 14, Article 1212567. https://doi.org/10.3389/fpsyg.2023.1212567

Baardstu, S., Sette, S., Brandlistuen, R. E., & Wang, M. V. (2023). The role of early social play behaviors and language skills for shy children’s later internalizing difficulties in school. Frontiers in Psychiatry, 14, 1120109. https://doi.org/10.3389/fpsyt.2023.1120109

Ferguson, L. E., & Bråten, I. (2023). Unpacking pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. In I. Kollar, M. Greisel, & R. Stark (Eds.), Evidence-informed reasoning of pre- and in-service teachers (pp. 77-92). Lausanne: Frontiers Media.

Ferguson, L.E., Bråten, I., Andreassen, R., & Jensen, M.S. (2023). A longitudinal mixed methods study of Norwegian preservice teachers’ beliefs about sources of teaching knowledge. Journal of Teacher Education, 74(1), 55-68. https://doi.org/10.1177/00224871221105813

Grøver, Vibeke; Snow, Catherine; Evans, Leigh & Strømme, Hilde (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica. 239, 103997. https://doi.org/10.1016/j.actpsy.2023.103997

Gunnerud, H. L., & Bratlie, S. S. (2023). Assessing Developmental Language Disorder in Bilingual Immigrant Children: The case of morphological knowledge and executive functions. In Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries (pp. 51-68). Routledge.

Haverkamp, Y. E., Bråten, I., Latini, N., & Salmerón, L. (2023). Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text. Reading and Writing: An Interdisciplinary Journal, 36(7), 1589-1608. https://doi.org/10.1007/s11145-022-10328-9

Kiili, C., Räikkönen, E., Bråten, I., Strømsø, H.I., & Hagerman, M.S. (2023). Examining the structure of credibility evaluation when sixth graders read online texts. Journal of Computer Assisted Learning, 39(3), 954-969. https://doi.org/10.1111/jcal.12779

Kristensen, J. K., Andersson, B., Bratlie, S. S., & Torkildsen, J. V. (2023). Dimensionality of morphological knowledge—Evidence from Norwegian third graders. Reading Research Quarterly, 58(3), 406-424. https://doi.org/10.1002/rrq.497

Kucherenko, S., Rydland, V., & Grøver, V. (2023). Bilinguals contingently respond to teacher inferential questions during shared reading in preschool. Early Education and Development, 34(7), 1528-1544. https://doi.org/10.1080/10409289.2022.2109393

Kullberg, N., Kiili, C., Bråten, I., Gonzáles-Ibáñez, R., & Leppänen, P. H. T. (2023). Sixth graders’ selection and integration when writing from multiple online texts. Instructional Science, 51(1), 39-64. https://doi.org/10.1007/s11251-022-09613-5

McCrudden, M. T., Bråten, I., & Salmerón, L. (2023). Learning from multiple texts. In R. J. Tierney, F. Rizvi, & K. Ercikan (Eds.), International encyclopedia of education (4th ed., Vol. 6, pp. 353-363). Elsevier.

Ribeiro, L. A., Zachrisson, H. D., Nærde, A., Wang, M. V., Brandlistuen, R. E., & Passaretta, G. (2023). Applied Developmental Science, 27(2), 172-188. https://doi.org/10.1080/10888691.2022.2051510

Stensen, K., Lydersen, S., Ranøyen, I., Klöckner, C. A., Buøen, E. S., & Lekhal, R. (2023). Psychometric properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian early childhood education and care context. Journal of Psychoeducational Assessment, 41(5), 514–525. https://doi.org/10.1177/07342829231166251

van Trijp, C. P., Lekhal, R., Drugli, M. B., Rydland, V., & Solheim Buøen, E. (2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early child development and care, 193(13-14), 1403-1416. https://doi.org/10.1080/03004430.2023.2247188

Wilhelmsen, T., Røysamb, E., Lekhal, R., Brandlistuen, R. E., Alexandersen, N., & Wang, M. V. (2023). Children's mental health: The role of multiple risks and child care quality. Journal of Applied Developmental Psychology, 86, 101546. https://doi.org/10.1016/j.appdev.2023.101546

Anmarkrud, Ø., Bråten, I., Florit, E., & Mason, L. (2022). The role of individual differences in sourcing: A systematic review. Educational Psychology Review, 34(2), 749-792. https://doi.org/10.1007/s10648-021-09640-7

Biele, G., Lekhal, R., Overgaard, K. R., Wang, M. V., Brandlistuen, R. E., ... (2022). The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children. Child and Adolescent Psychiatry and Mental Health, 16(1), article 14. https://doi.org/10.1186/s13034-022-00442-5

Braasch, J. L. G., Haverkamp, Y. E., Latini, N., Shaw, S., Arshad, M. S., & Bråten, I. (2022). Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and Writing: An Interdisciplinary Journal, 35(8), 1759-1785. https://doi.org/10.1007/s11145-022-10262- w

Bratlie, S. S., Brinchmann, E. I., Melby-Lervåg, M., & Torkildsen, J. v. K. (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research, 92(4), 614–650. https://doi.org/10.3102/00346543211073186

Bråten, I., & Bembenutty, H. (2022). An interview with Ivar Bråten: A pioneer making a scientific contribution to theoretical and empirical research on the role of epistemic cognition in multiple document literacy. In H. Bembenutty (Ed.), Contemporary pioneers in educational psychology: Theory, research, and applications (Vol. 2, pp. 235-256). Greenwich, CT: Information Age Publishing.

Bråten, I., Brandmo, C., Ferguson, L. E., & Strømsø, H. I. (2022). Epistemic justification in multiple document literacy: A refutation text intervention. Contemporary Educational Psychology, 71, 102122. https://doi.org/https://doi.org/10.1016/j.cedpsych.2022.102122

Bråten, I., Latini, N., & Haverkamp, Y. E. (2022). Predictors and outcomes of behavioral engagement in the context of text comprehension: When quantity means quality. Reading and Writing: An Interdisciplinary Journal, 35(3), 687-711. https://doi.org/10.1007/s11145-021-10205-x

Baardstu, S., Coplan, R. J., Eliassen, E., Brandlistuen, R. E., & Wang, M. V. (2022). Exploring the role of teacher–child relationships in the longitudinal associations between childhood shyness and social functioning at school: A prospective cohort study. School Mental Health, 14(4), 984-996. https://doi.org/10.1007/s12310-022-09518-1

Baardstu, S., Wang, M. V., & Brandlistuen, R. E. (2022). The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study. European early childhood education research journal, 30(4), 606-623. https://doi.org/10.1080/1350293X.2021.1981961

Delgado, P., Anmarkrud, Ø., Avila, V., Altamura, L., Chireac, S. M., Pérez, A., & Salmerón, L. (2022). Learning from text and video blogs: comprehension effects on secondary school students. Education and Information Technologies, 27(4), 5249-5275. https://doi.org/10.1007/s10639-021-10819-2

Ferguson, L. E., & Bråten, I. (2022). Unpacking pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers of Education, 7, article 975105. https://doi.org/10.3389/feduc.2022.975105

Fjæra, K., Lekhal, R., Helseth, S., & Småstuen, M. (2022). Food budget in kindergarten – is there an association with diet quality? Preprint: https://doi.org/10.21203/rs.3.rs-1740904/v1

Forstervold, K.I., Ludvigsen, S., & Strømsø, H.I. (2022): Students’ time management and procrastination in the wake of the pandemic. Educational Psychology, 42(10),1223-1240. https://doi.org/10.1080/01443410.2022.2102582

Grøver, V., Rydland, V., Gustafsson, J. E., & Snow, C. E. (2022). Do teacher talk features mediate the effects of shared reading on preschool children's second-language development? Early Childhood Research Quarterly, 61, 118-131. https://doi.org/10.1016/j.ecresq.2022.06.002

Kiili, C., Bråten, I., Strømsø, H.I., Hagerman, M.S., Räikkönen, E., & Jyrkiäinen, A. (2022). Adolescents’ credibility justifications when evaluating online texts. Education and Information Technologies. https://doi.org/10.1007/s10639-022-10907-x

Kucirkova, N. & Grøver, V. (2022). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-022-01415-1

Latini, N., & Bråten, I. (2022). Strategic text processing across mediums: A verbal protocol study. Reading Research Quarterly, 57(2), 493-514. https://doi.org/10.1002/rrq.418

Mason, L., Tarchi, C., Ronconi, A., Mazione, L., Latini, N., & Bråten, I. (2022). Do medium and context matter when learning from multiple complementary digital texts and videos? Instructional Science, 50(5), 653-679. https://doi.org/10.1007/s11251-022-09591-8

Monsrud, M. B., Rydland, V., Geva, E., Thurmann-Moe, A. C., & Halaas Lyster, S. A. (2022). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism, 25(1), 42-58. https://doi.org/10.1080/13670050.2019.1624685

Monsrud, M. B., Rydland, V., Geva, E., & Lyster, S. A. H. (2022). First and second language sentence repetition: a screening measure for dual language learners? Language and Education, 36(4), 312-328. https://doi.org/10.1080/09500782.2022.2063059

Monsrud, M. B., Rydland, V., Geva, E., & Lyster, S. A. H. (2022). First and second language sentence repetition: a screening measure for dual language learners?.Language and education, 36(4), 312-328. https://doi.org/10.1080/09500782.2022.2063059

Nystad, K., Drugli, M. B., Lydersen, S., Lekhal, R., & Buøen, E. S. (2022). Change in toddlers’ cortisol activity during a year in childcare: Associations with childcare quality, child temperament, well-being and maternal education. Stress, 25(1), 156–165. https://doi.org/10.1080/10253890.2022.2048371

Ronconi, A., Veronesi, V., Mason, L., Manzione, L., Florit, E., Anmarkrud, Ø., & Bråten, I. (2022). Effects of reading medium on the processing, comprehension, and calibration of adolescent readers. Computers & Education, 185, article 104520. https://doi.org/10.1016/j.compedu.2022.104520

Røe-Indregård, H., Rowe, M. L., Rydland, V., & Zambrana, I. M. (2022). Features of communication in Norwegian parent–child play interactions. First Language, 42(3), 383-404. https://doi.org/10.1177/01427237211072661

Strømsø, H. I., & Bråten, I. (2022). Multiple Documents Literacy: Theory, Research, and Application. In S. Faircloth (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press. HTTPS://DOI.ORG/10.1093/OBO/9780199756810-0092

Torkildsen, J. v. K., Bratlie, S. S., Kristensen, J. K., Gustafsson, J.-E., Lyster, S.-A. H., Snow, C., Hulme, C., Mononen, R.-M., Næss, K.-A. B., López-Pedersen, A., Wie, O. B., & Hagtvet, B. (2022). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology, 114(4), 833–854. https://doi.org/10.1037/edu0000688

Tsai, M.-J., Wu, A.-H., Bråten, I., & Wang, C.-Y (2022). What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. Computers & Education, 187, article 104544. https://doi.org/10.1016/j.actpsy.2024.104680

Yang, J., Lawrence, J., & Grøver, V. (2022). Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education, 37(1), 159–173. https://doi.org/10.1080/02568543.2022.2098427

Øksendal, E., Brandlistuen, R. E., Holte, A., & Wang, M. V. (2022). Associations between poor gross and fine motor skills in pre‐school and peer victimization concurrently and longitudinally with follow‐up in school age–results from a population‐based study. British Journal of Educational Psychology, 92(2), 557-575. https://doi.org/10.1111/bjep.12464

Andresen, A., & Anmarkrud, Ø. (2021). Multimedialæring og dysleksi - en god kombinasjon? I Grøver, V., & Bråten, I. (Red.), Leseforståelse i skolen: Utfordringer og muligheter, (s. 197-210). Cappelen Damm Akademisk.

Anmarkrud, Ø., Bråten, I., Florit, E., & Mason, L. (2021). The Role of Individual Differences in Sourcing: a Systematic Review. Educational Psychology Review, 34(2), 749–792. https://doi.org/10.1007/s10648-021-09640-7

Brandmo, C., & Bråten, I. (2021). Measuring Internet-specific reading motivation and engagement. Nordic Journal of Literacy Research, 7(1), 21-44. https://doi.org/10.23865/njlr.v7.2215

Brandmo, C., & Tiplic, D., (2021). Nyutdannede læreres opplevelse av læreryrket. I Björnsson, J. K. (Red.), Hva kan vi lære av TALIS 2018?: Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk.

Brandmo, C. (2021). Kognitive og sosialkognitive tilnærminger til læring. I Wittek, L., & Heldal, J. (Red), Pedagogikk - en grunnbok, (s. 77-93). Cappelen Damm Akademisk.

Brandmo, C. (2021). Metakognisjon og selvregulert læring. I Wittek, L., & Heldal, J. (Red), Pedagogikk - en grunnbok, (s. 94–110). Cappelen Damm Akademisk.

Brante, E. W., & Anmarkrud, Ø. (2021). Gode digitale lesestrategier. Cappelen Damm Akademisk.

Bratlie, S. S., Gustafsson, J. E., & Torkildsen, J. V. K. (2021). Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators. Reading Research Quarterly, 57(3), 805–829. https://doi.org/10.1002/rrq.447

Braasch, J.L.G., Choukalas, S., & Bråten, I. (2021). Contextual factors that affect adolescents’ detection of and memory for conflicts across multiple texts. Journal of Research in Reading, 44(2), 418-433. https://doi.org/10.1111/1467-9817.12348

Bråten, I., Latini, N., & Haverkamp, Y. E. (2021). Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality. Reading & Writing, 35(3), 687–711. https://doi.org/10.1007/s11145-021-10205-x

Cheng, C. H., Bråten, I., Yang, F. Y., & Brandmo, C. (2021). Investigating structural relationships among beliefs about knowledge, justification for knowing, and Internet-specific justification in the domain of science. Journal of Research in Science Teaching, 58(7), 980–1009. https://doi.org/10.1002/tea.21689

Delgado, P., Anmarkrud, Ø., Avila, V., Altamura, L., Chireac, S.M., Pérez, A., & Salmerón, L. (2021). Learning from text and video blogs: comprehension effects on secondary school students. Education and Information Technologies, 27(4), 5249–5275. https://doi.org/10.1007/s10639-021-10819-2

Grøver, V., & Bråten, I. (Red.). (2021) Leseforståelse i skolen: utfordringer og muligheter. Cappelen Damm Akademisk.

Grøver, V. & Bråten, I. (2021). Hvorfor en bok om leseforståelse i skolen? I Grøver, V. & Bråten, I. (Red.), Leseforståelse i skolen: Utfordringer og muligheter, (s. 15-25). Cappelen Damm Akademisk.

Heller, M. C., & Grøver, V. (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education, 30(2), 322–338. https://doi.org/10.1080/09669760.2021.1893665

Kammerer, Y., Gottschling, S., & Bråten, I. (2021). The role of Internet-specific justification beliefs in source evaluation and corroboration during Web search on an unsettled socio-scientific issue. Journal of Educational Computing Research, 59(2), 342–378. https://doi.org/10.1177/0735633120952731

Kanniainen, L., Kiili, C. P. S., Tolvanen, A., Aro, M., Anmarkrud, Ø., & Leppänen, P. H. (2021). Assessing reading and online research comprehension: Do difficulties in attention and executive function matter? Learning and Individual Differences. Learning and Individual Differences, 87, 101985. https://doi.org/10.1016/j.lindif.2021.101985

Latini, N., Bråten, I., & Haverkamp, Y.E. (2021). Breadth and depth of strategic processing during text comprehension. Learning and Individual Differences, 91, 102058. https://doi.org/10.1016/j.lindif.2021.102058

Latini, N., & Bråten, I. (2021). Strategic Text Processing Across Mediums: A Verbal Protocol Study. Reading Research Quarterly, 57(2), 493–514. https://doi.org/10.1002/rrq.418

Latini, N., & Bråten, I. (2021). Å lese på skjerm eller papir - spiller det noen rolle? I Grøver, V., & Bråten, I. (Red.), Leseforståelse i skolen: Utfordringer og muligheter (s. 179-196). Cappelen Damm Akademisk.

Lekhal, R., & Karlsen, L. (2021). Bullying of students who receive special education services for learning and behaviour difficulties in Norway. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2021.1991487

Lombard, J., Bråten, I., van de Leemput, C., & Amadieu, F. (2021). Performance and acceptance when using tablets as a multiple document learning tool: Do application and guidance matter? Instructional Science, 49(2), 197–221. https://doi.org/10.1007/s11251-021-09537-6

Rydland, V. (2021). Barns erfaringer med samtaler og tekst som grunnlag for utvikling av leseforståelse. I Grøver, V., & Bråten, I. (Red.), Leseforståelse i skolen: Utfordringer og muligheter (s. 29-43). Cappelen Damm Akademisk.

Torkildsen, J. V. K., Bratlie, S. S., Kristensen, J. K., Gustafsson, J. E., Lyster, S. A. H., Snow, C., Hulme, C., Mononen, R. M., Næss, K. A. B., López-Pedersen, A., Wie, O. B., & Hagtvet, B. (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology, 114(4), 833–854. https://doi.org/10.1037/edu0000688

Van Trijp, C. P., Lekhal, R., Drugli, M. B., Rydland, V., & Solheim Buøen, E. (2021). Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers. Frontiers in Psychology, 12, 767137–767137. https://doi.org/10.3389/fpsyg.2021.767137

Van Trijp, C.P., Lekhal, R., Drugli, M. B., Rydland, V., van Gils, S., Vermeer, H. J., & Buøen, E. S. (2021). The Association Between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality. Frontiers in Psychology, 12, 763682–763682. https://doi.org/10.3389/fpsyg.2021.763682

Wittek, L., & Brandmo, C. (2021). Ulike tilnærminger til læring: et historisk riss. I Wittek, L., & Heldal, J. (Red), Pedagogikk - en grunnbok (s. 27–46). Cappelen Damm Akademisk.

Wilhelmsen, T., Alexandersen, N., Røysamb, E., Moser, T., Brandlistuen, R. E., & Wang, M. V. (2022). Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships. Educational Psychology, 42(6), 673-693. https://doi.org/10.1080/01443410.2022.2059653

Bråten, I., & Strømsø, H.I. (2020). On the roles of dispositions and beliefs in learning from multiple perspectives. In Van Meter, P., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and multiple perspectives (pp. 141-163). New York: Routledge.

Bråten, I., Braasch, J. L. G., & Salmeron, L. (2020). Reading multiple and non-traditional texts: New opportunities and new challenges. In Moje, E. B., Afflerbach, P. P., Enciso, P., & Lesaux, N. K. (Eds.), Handbook of reading research (Vol. V, pp. 79-98). New York: Routledge.

Bråten, I., Magliano, J. P., & Salmerón, L. (2020). Concurrent and task-specific self-reports. In Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis (pp. 275-295). New York: Routledge.

Delgado, P., Lund, E. S., Salmerón, L., & Bråten, I. (2020). To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment. Reading and Writing, 1-24. doi: https://doi.org/10.1007/s11145-020-10030-8

Grøver, V., Rydland, V., Gustafsson, J. E., & Snow, C. E. (2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial. Child development, 91(6), 2192-2210.
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Kiili, C., Bråten, I., Kullberg, N., & Leppänen, P.H.T. (2020). Investigating elementary school students' text-based argumentation with multiple online information resources. Computers & Education, 147, 103785. doi: https://doi.org/10.1016/j.compedu.2019.103785

Latini, N., Bråten, I., & Salmerón, L. (2020). Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology, 61, 101870.
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Lekhal, R., Drugli, M. B., Berg-Nielsen, T. S., & Buøen, E. S. (2020). A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three. JMIR research protocols, 9(10), e17726. doi: https://doi.org/10.2196/17726  

Prilutskaya, M., & Knoph, R. (2020). Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English. Cogent Education, 7(1), 1832179. doi: https://doi.org/10.1080/2331186X.2020.1832179

Rydland, V., & Grøver, V. (2020). Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway. Journal of Child Language, 1-20. doi: https://doi.org/10.1017/S0305000920000495

Strømsø, H. I., Bråten, I., & Brante, E. W. (2020). Profiles of warm engagement and cold evaluation in multiple-document comprehension. Reading and Writing, 33(9), 2337-2359. doi: https://doi.org/10.1007/s11145-020-10041-5

Andresen, A., Anmarkrud, Ø., & Bråten, I. (2019). Investigating multiple source use among students with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 32, 1149-1174. doi: https://doi.org/10.1007/s11145-018-9904-z

Andresen, A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2019). Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context. Frontline Learning Research, 7, 1-26.
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Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54, 61-83. doi: https://doi.org/10.1080/00461520.2018.1554484

Anmarkrud, Ø., & Refsahl, V. (2019). Gode lesestrategier. Cappelen Damm Akademisk. ISBN 9788202596804.  88 s.

Brandmo, C., Aas, M., Colbjørnsen, T., & Olsen, R. (2019). Group coaching that promotes self-Efficacy and role clarity among school leaders. Scandinavian Journal of Educational Research, 1-17. doi: https://doi.org/10.1080/00313831.2019.1659406

Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education, 22, 43-61. doi: https://doi.org/10.1007/s11218-018-9461-y

Brandmo, C., Tiplic, D., & Elstad, E. (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education, 1-20. doi: 10.1080/13603124.2019.1580773Show summary

Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the Internet-Specific Epistemic Justification Inventory with Norwegian pre-service teachers. Journal of Educational Computing Research, 57, 877-900.
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Bråten, I., Brante, E.W., & Strømsø, H.I. (2019). Teaching sourcing in upper-secondary school: A comprehensive sourcing intervention with follow-up data. Reading Research Quarterly, 54, 481-505. doi: https://doi.org/10.1002/rrq.253

Grøver, V. (2019). Young Bilinguals' Extended Discourse Skills: The Role of Perspective Taking, In Vibeke Grøver; Paola Uccelli; Meredith Rowe & Elena Lieven (ed.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.  Cambridge University Press. Kapittel 13, s. 179 – 191.
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Grøver, V., Uccelli, P., Rowe, M., & Lieven, E. (2019). Learning through Language, In Vibeke Grøver; Paola Uccelli; Meredith Rowe & Elena Lieven (ed.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.  Cambridge University Press. Kapittel 1, s. 1 – 15.
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Heller, M. C., Lervåg, A., & Grøver, V. (2019). Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners: A Randomized Trial. Reading Research Quarterly, 54(4), s 531- 552. doi: 10.1002/rrq.248 

Kiili, C. P. S., Bråten, I., Kullberg, N., & Leppänen, P. H. (2019). Investigating elementary school students’ text-based argumentation with multiple online information resources, Computers & Education, 147. Artikkelnummer: 103785.

Latini, N., Bråten, I., Anmarkrud, Ø., & Salmerón, L. (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple document context. Contemporary Educational Psychology, 59, 101797.
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Melby-Lervåg, M., Hagen, Å. M., & Lervåg, A. (2019). Disentangling the far transfer of language comprehension gains using latent mediation models. Developmental Science. doi: https://doi.org/10.1111/desc.12929

Monsrud, M.-B., Rydland, V., Geva, Esther; Thurmann-Moe, A. C., & Lyster, S.-A. H.(2019). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism. doi: https://doi.org/10.1080/13670050.2019.1624685

Rogde, K.; Hagen, Å.M., Melby-Lervåg, Lervåg, M., & Lervåg, A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell systematic reviews. 15:e1059(4), s 1- 37. doi: https://doi.org/10.1002/cl2.1059

Stang Lund, E., Bråten, I., Brandmo, C., Brante, E.W., & Strømsø, H.I. (2019). Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and Writing: An Interdisciplinary Journal, 32, 335-356. doi: https://doi.org/10.1007/s11145-018-9868-z

Tiplic, D., Elstad, E., Brandmo, C., Steingrímsdóttir, M., & Engilbertsson, G. (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research. doi: 10.1080/00313831.2019.1616611

Aas, M., & Brandmo, C. (2018). Assessment results for transforming practice: School leaders' role. Nordic Studies in Education, 38(2), 174-193. 

Andreassen, R., Jensen, M.S., & Bråten, I. (2018). Investigating self-regulated study strategies among postsecondary students with and without dyslexua: a diary method study. Reading and Writing: An Interdisciplinary Journal, 30(9), 1891-1916. doi:10.1007/s11145-017-9758-9

Anmarkrud, Ø., Brante, E.W., & Andresen, A. (2018). Potential processing challenges of internet use among readers with dyslexia. In J.L.G. Braasch, I. Bråten & M.T. McCrudden (Eds.), Handbook of multiple source use (pp.117-132). Oxon, NY: Routledge.

Barzilai, S., & Strømsø, H.I. (2018). Individual differences in multiple document comprehension. In J.L.G. Braasch, I. Bråten & M.T. McCrudden (Eds.), Handbook of multiple source use (pp.99-116). Oxon, NY: Routledge.

Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (2018). Handbook of multiple source use. Oxon, NY: Routledge.

Brandmo, C., & Bråten, I. (2918). Investigating relations between beliefs about justification for knowing, interest, and knowledge across two socio-scientific topics. Learning and Individual Differences, 62, 89-97. doi: 10.1016/j.lindif.2018.01.010

Bråten, I., Brandmo, C., & Kammerer, Y. (2018). A validation study of the Internet-specific Epistemic Justification Inventory with Norwegian preservice teachers. Journal of Educational Computing Research, https://doi.org/10.1177/0735633118769438

Chen, S., Lawrence, J.F., Jing, Z., Min, L., & Snow, C.E. (2018). The efficacy of a book reading intervention on vocabulary development of young Uyghur children: A randomized controlled trial. Early Childhood Research Quarterly, 44(3), 206-219.  

Grøver, V. (2018). Å lære språk i barnehagen. Kvaliteter ved barns samhandling med voksne og jevnaldrende som fremmer språklæring. Cappelen Damm Akademisk.

Lawrence, J.F., Hagen, Å.M., Hwang, J.K., Lin, G., & Lervåg, A. (2018). Academic vocabulary and reading comprehension: Exploring the relationships across measures of vocabulary knowledge. Read Writ, https://doi.org/10.1007/s11145-018-9865-2

Salmerón, L., Gil, L., & Bråten, I. (2018). Effects of reading versus print-out versions of multiple documents on students? Sourcing and integrated understanding. Contemporary Educational Psychology, 52, 25-35. doi: 10.1016/j.cedpsych.2017.12.002

Salmerón, L., Strømsø, H.I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In M. Barzillai, J. Thompson, S. Schroeder & P. van den Broek (Eds.), Learning to read in a digital world (pp.91-120). John Benjamins Publishing Company.  

Stang Lund, E., Bråten, I., Brandmo, C., Brante, E.W., & Strømsø, H.I. (2018). Direct and indirect effects of textual and individual factors of source-content integration when reading about a socio-scientific issue. Read Writ. https://doi.org/10.1007/s11145-018-9868-z

Taylor, K.S., Lawrence, J.F., Connor, C.M., & Snow, C.E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing

Braasch, J.L.G., & Bråten, I. (2017). The Discrepancy-induced Source Comprehension (D-ISC) Model: Basic assumptions and preliminary evidence. Educational Psychologist, 52(3), 167-181. doi:10.1080/00461520.2017.1323219

Brandmo, C., & Aas, M. (2017). Med skråblikk på ledelsesmodeller: "Instructional" og  "transformational" ledelse i norsk kontekst [With oblique glance on leadership models: Instructional and 4 transformational leadership in the Norwegian context]. In M. Aas & J. M. Paulsen (Eds.), Ledelse i fremtidens skole [Leadership of schools of the future] (pp. 53 -72). Oslo: Fagbokforlaget.

Brante, E.W., & Strømsø, H.I. (2017). Sourcing in textcomprehension: a review of interventions targeting sourcing skills. Educational Psychology Review, 30(3), 773-799.  doi:10.1007/s10648-017-9421-7 

Bråten, I., Johansen, R-P., & Strømsø, H.I. (2017). Effects on different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading, 40 (1), 17-36. doi:10.1111/1467-9817.12053

Bråten, I., Lien, A., & Nietfeld, J. (2017). Examining the effects of task instructions to induce implicit theories of intelligence on a rational thinking task: A cross-cultural study. Zeitschrift fûr Psychologie, 225(2), 146-156. doi:10.1027/2151-2604/a000291

Bråten, I., Muis, K.R., & Reznitskaya, A. (2017). Teachers' epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist, 52(4), 253-269. doi:10.1080/00461520.2017.1341319

Hagen, Å.M. (2017). Improving the odds: Identifying language activities that support the language development of preschoolers with poorer vocabulary skills. Scandinavian Journal of Educational Research, 62(5), 649-663. doi:10.1080/00313831.2016.1258727

Hagen, Å.M., Melby-Lervåg, M., & Lervåg, A. (2017). Improving language comprehension in preschool children with language difficulties: A cluster randomized trial. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1132-1140. doi: 10.1111/jcpp.12762

Hwang, J.K., Lawrence, J.F., Collins, P., & Snow, C.E. (2017): Vocabulary and reading performances of redesignated fluent english proficient students. TESOL quarterly, 51(4), 757-786. doi:10.1002/tesq.346

Grøver, V. (2017). Fostering vocabulary in early childhood education. In N. Kucirkova, C.E. Snow, V. Grøver & C. McBride (Eds.), The Routledge international handbook of early literacy education: a contemporary guide to literacy teaching and interventions in a global context (pp.284-295).

Kucirkova, N., Snow, C.E., Grøver, V., & McBride, C. (2017). The Routledge international handbook of early literacy education: a contemporary guide to literacy teaching and interventions in a global context. Oxon NY: Routledge.  

Lawrence, J.F., Francis, D., Paré-Blagoev, J., & Snow, C.E. (2017). The poor get richer: heterogenity in the efficacy of a school-lever intervention for academic language. Journal of Research on Educational Effectiveness, 10(4), 767-793. doi:10.1080/19345747.2016.1237596

Rydland, V. (2017). Utvikling av språkforståelse gjennom naturfag. 2, 42-45. 

Stang Lund, E., Bråten, I., Brante, E.W., & Strømsø, H.I. (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple expository texts. Reading Psychology, 38(4), 417-437. doi:10.1080/02702711.2016.1278417

Strømsø, H.I. (2017). Multiple models of multiple-text comprehension: a commentary. Educational Psychologist, 52(3), 216-224. doi:10.1080/00461520.2017.1320557

Strømsø, H.I., & Bråten, I. (2017). Students' trust in research-based results about potential health risks presented in popular media. Bulletin of Science, Technology & Society,37(1), 3-14. doi:10.1177/0270467617740495

Strømsø, H.I., Bråten, I. & Stenseth, T. (2017). The role of students' prior beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology, 69(3), 127-142. doi: 10.1080/19012276.2016.1198270

Trevors, G.J., Kendeou, P., Bråten, I., & Braasch, J.L.G. (2017). Adolescents' epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107-120. doi:10.1016/j.cedpsych.2017.01.005

Bowyer-Crane, C., Fricke, S., Schaefer, B., Lervåg, A., & Hulme, C. (2016). Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing, 30(4), 771-790. doi:10.1007/s11145-016-9699-8

Bråten, I., Johansen, .R.-P., & Strømsø, H. I. (2016). Effects of different ways of introducing a reading task on intrinsic motivation and comprehension. Journal of Research in Reading, 40(1), 17-36. doi:10.1111/1467-9817.12053

Bråten, I., Salmerón, L., & Strømsø, H. I. (2016). Who said that? Investigating the plausibility-induced source focusing assumption with Norwegian undergraduate readers. Contemporary Educational Psychology, 46, 253-262. doi:10.1016/j.cedpsych.2016.07.004

Bråten, I., Strømsø, H. I., & Andreassen, R. (2016). Sourcing in professional education: Do text factors make any difference? Reading and Writing: An Interdisciplinary Journal, 29(8), 1599-1628. doi: 10.1007/s11145-015-9611-y

Bråten, I., Strømsø, H. I. & Ferguson, L.E. (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. I: Handbook of individual differences in reading: Reader, text, and context (pp. 67-79). Routledge 2016 ISBN 978-0-415-65888-1. 

Bubikova-Moan, J. (2016). Constructing the multilingual child: the case of language education policy in Norway. Critical Discourse Studies, 14(1), 56-72. doi:10.1080/17405904.2016.1190389

Greene, J. A., Sandoval, W. A. & Bråten, I. (2016). Handbook of epistemic cognition. Routledge 2016 (ISBN 978-1-138-01342-1) 

Grøver, V. (2016). Commentary: Implementing interventions: Building a shared understanding of why. New Directions for Child and Adolescent Development, 154, 109-112.

Grøver, V., Lawrence, J. F., & Rydland, V. (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism. 22(2), 234-250. doi:10.1177/1367006916666389

Hwang, J. K., Lawrence, J. F., & Snow, C.E. (2016). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing: An Interdisciplinary Journal, 30(4), 829-856. doi:10.1007/s11145-016-9703-3

Hwang, J. K., Lawrence, J. F., Snow, C. E., & Collins, P. (2016). Vocabulary and reading performances of reclassified fluent English proficient students. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 51(4),757-786. doi:10.1002/tesq.346

Kail, R., Lervåg, A., & Hulme, C. (2016). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science, 19(6), 1067-1074. doi:10.1111/desc.12352  

Kammerer, Y. & Strømsø, H. I. (2016). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. I: Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (121-136). Pabst Science Publishers 2016 ISBN 978-3-95853-085-0.  121-136

Karlsen, J., Lyster, S.-A. H. & Lervåg, A. (2016). Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition. Journal of Child Language, 44(2), 402-426. doi:10.1017/S0305000916000106 

Kendeou, P., Braasch, J.L.G., & Bråten, I. (2016). Optimizing conditions for learning: Situating refutations in epistemic cognition. The Journal of Experimental Education, 84(2), 245-263. doi:10.1080/00220973.2015.1027806

Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2016). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness, 10(4),767-793. doi:10.1080/19345747.2016.1237596  

Lawrence, J. F., Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 19(3), 201-221. doi:10.1515/plc-2015-0012

Lawrence, J.F., Snow, C.E., & † Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343. doi:10.1080/00933104.2016.1203852

Lyster, S-A. H., Lervåg, A.,& Hulme, C. (2016). Erratum to: Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29(6) s. 1289-

Lyster, S-A.H., Lervåg, A., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and writing 2016 ;Volum 29.(6), 1269-1288. doi:10.1007/s11145-016-9647-7   

McCrudden, M., Stenseth, T.,  Bråten, I., & Strømsø, H. I. (2016). The effects of topic familiarity, author expertise, and content relevance on Norwegian students' document selection: A mixed methods study. Journal of Educational Psychology, 108(2), 147-162. doi:10.1037/edu0000057

Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2016). Improving the general language skills of second-language learners in kindergarten: A randomized controlled trial. Journal of Research on Educational Effectiveness, 9, 150-170. doi:10.1080/19345747.2016.1171935

Stenseth, T., Bråten, I., & Strømsø, H. I. (2016). Investigating interest and knowledge as predictors of students' attitudes towards socio-scientific issues. Learning and individual differences, 47, 274-280. doi:10.1016/j.lindif.2016.02.005

Strømsø, H. I., & Kammerer, Y. (2016). Epistemic cognition and reading for understanding in the Internet age. I: Handbook of epistemic cognition (pp. 230-246). Routledge 2016 ISBN 978-1-138-01342-1. 

Strømsø, H. I., Bråten, I., Anmarkrud, Ø. & Ferguson, L. E. (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology, 36(4), 638-657. doi:10.1080/01443410.2014.920080

Strømsø, H. I., Bråten, I. & Stenseth, T. (2016). The role of students' prior beliefs in recall and evaluation of information from texts on socio-scientific issues. Nordic Psychology, 69(3), 127-142. doi:10.1080/19012276.2016.1198270

Wittek, L., & Brandmo, C. (2016). Om undervisning og læring [About teaching and learning]. In H. Strømsø, K. H. Lycke, & P. Lauvås (Eds.), Når læring er det viktigste, undervisning i høyere utdanning [When learning is the most important, teaching higher education] (Revidert utg., pp. 19 - 39). Oslo: Cappelen Damm Akademisk.

Anmarkrud, Ø. (2015). Inquisitor, evaluator or facilitator? Teachers' use of instructional format during naturally occurring comprehension strategies instruction. In: Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS (pp. 33-45).  Springer Publishing Company 2015 ISBN 978-3-319-17301-6.

Bråten, I. & Ferguson, L. E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 50, 13-23. doi:10.1016/j.tate.2015.04.003    

Bråten, I., Braasch, J., Strømsø, H. I. & Ferguson, L. E. (2015). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology, 36(4), 315-349. doi:10.1080/02702711.2013.864362 

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Bråten, I., & Strømsø, H.I., & Samuelstuen, M.S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33, 814-840.

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Bråten, I., & Samuelstuen, M.S. (2007). Measuring strategic processing: Comparing task-specific self-reports with traces. Metacognition and Learning, 2, 1-20.

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Bråten, I., & Strømsø, H.I. (2006). Constructing meaning from multiple information sources as a function of personal epistemology: The role of text-processing strategies. Information Design Journal, 14, 56-67.

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