International publications

2020

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 development91(6), 2192-2210.
doi: https://doi.org/10.1111/cdev.13348

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.
doi: https://doi.org/10.1016/j.cedpsych.2020.101870

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 protocols9(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 Education7(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 Writing33(9), 2337-2359. doi: https://doi.org/10.1007/s11145-020-10041-5

 

2019

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.
doi: https://doi.org/10.14786/flr.v7i3.451

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

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.
doi: https://doi.org/10.1177/0735633118769438

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.
doi: https://doi.org/10.1017/9781316718537.017

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.
doi: https://doi.org/10.1017/9781316718537.002

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.
doi: https://doi.org/10.1016/j.cedpsych.2019.101797

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

 

2018

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.  

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  

 

2017

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

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

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 

 

2016

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

 

2015

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 

Hulme, C., Nash, H., Gooch, D., Lervåg, A., & Snowling, M. J. (2015). The foundations of literacy development in children at familial risk of dyslexia. Psychological Science, 26(12), 1877-1886. doi:10.1177/0956797615603702

Næss, K.-A. B., Lervåg, A., Lyster, S.-A. H., & Hulme, C. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology, 135, 43-55. doi: 10.1016/j.jecp.2015.02.004

Ulriksen, R., Sagatun, Å., Zachrisson, H. D., Waaktaar, T., & Lervåg, A. (2015). Social support and socioeconomic status predict secondary students' grades and educational plans indifferently across immigrant group and gender. Scandinavian Journal of Educational Research, 59(3), 357-376. doi:10.1080/00313831.2014.965792 

 

2014

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64-76.

Anmarkrud, Ø., & Ferguson, L.E. (2014). Comprehending multiple texts: Theories, components, and competence. In E. Bjørnestad & J.H. Stray (Eds.). New voices in Norwegian educational research. Rotterdam: Sense Publishers.

Braasch, J.L.G., Bråten, I., Britt, M.A., Steffens, B., & Strømsø, H.I. (2014). Sensitivityto inaccurate argumentation in health news articles: Potential contributions of readers’

topic and epistemic beliefs. In D.N. Rapp & J.L.G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 117-137). Cambridge, MA: MIT Press.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2014). Incremental theories of intelligence predict multiple-documents comprehension. Learning and Individual Differences, 31, 11-20.

Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H.I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.

Bråten, I., Braasch, J.L.G., Strømsø, H.I., & Ferguson, L. (2014). Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence. Reading Psychology: An International Journal.

Bråten, I., & Ferguson, L.E. (2014). Investigating cognitive capacity, personality,and epistemic beliefs in relation to science achievement. Learning and Individual Differences , 36, 124-130.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I., & Brandmo, C. (2014). Modeling relations between students’ justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research, 66, 1-12.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84, 58-85.

Bråten, I., Strømsø, H.I., & Ferguson, L.E. (2014). The role of epistemic beliefs in the comprehension of single and multiple texts. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context. New York: Routledge.

Cekaite, A., Blum-Kulka, S., Grøver, V., & Teubal, E. (2014). Children’s peer talk and learning: Uniting discursive, social, and cultural facets of peer interaction. In A. Cekaite, S. Blum-Kulka, V. Grøver, & E. Teubal (Eds.), Children’s peer talk: Learning from each other (pp. 3-20). Cambridge: Cambridge University Press.

Ferguson, L.E. (2014). Epistemic beliefs and their relation to multiple text comprehension: A Norwegian program of research. Scandinavian Journal of Educational Research.

Cekaite, A., Blum-Kulka, S., Grøver, V., & Teubal, E. (Eds.) (2014). Children‘s peer talk: Learning from each other. Cambridge: Cambridge University Press.

Grøver, V. (2014). Fostering vocabulary: small dosage for a big difference. To appear in Kucirkova, N., Snow, C., Grøver, V. & McBride, C. (Eds.), International handbook of early literacy education. New York: Routledge.

Göbel, S. M., Watson, S.E., Lervåg, A. & Hulme, C. (2014). Children’s arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25, 789-798.

Hagen, Å., Braasch, J., & Bråten, I. (2014). Relationships between spontaneous note- taking, self-reported strategies and comprehension when reading multiple texts in different task conditions. Journal of Research in Reading, 37, 141-157.

Melby-Lervåg, M., & Lervåg, A. (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives, 8, 96-100.

Melby-Lervåg, M., & Lervåg, A. (2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140, 409-433.

Rapp, D.N., & Braasch, J.L.G. (Eds.) (2014).  Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. The MIT Press.

Reeve, J., Vansteenkiste, M., Ahmad, I., Assor, A., Cheon, S.H., Jang, H., Kaplan, H., Moss, J., Olaussen, B.S., & Wang, J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation.  Motivation and Emotion, 38, 93-110.

Rydland, V., Aukrust, V., & Lawrence, J. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language, 41, 352-381.

Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The potential and challenges of learning words from peers in preschool. A longitudinal study of second language learners in Norway. In A. Cekaite, S. Blum-Kulka, V. Grøver, & E. Teubal (Eds.), Children‘s peer talk: Learning from each other (214-234). Cambridge: Cambridge University Press.

Rydland, V. & Kucherenko, S. (2014). "Commuting". How linguistic diversity is made relevant in young bilingual girls' identity negotiations. In E. Bjørnestad & J. H. Stray (Eds.). New Voices in Norwegian Educational Research (pp. 127-148). Rotterdam: Sense Publisher.

Steffens, B., Britt, M.A., Braasch, J.L.G., Strømsø, H.I., Bråten, I. (2014). Memory for simple scientific arguments and their sources: Claim-evidence consistency matters. Discourse Processes, 51, 117-142.

Strømsø, H.I., & Bråten, I. (2014). Students’ sourcing while reading and writing from multiple documents. Nordic Journal of Digital Literacy, 9, 92-111.

Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (2014). Beliefs about justification for knowing when ethnic-majority and ethnic-minority students read multiple conflicting documents. Educational Psychology: An International Journal of Experimental Educational Psychology.

2013

Andreassen, R., & Bråten, I. (2013). Teachers’ source evaluation self-efficacy predicts their use of relevant source features when evaluating the trustworthiness of Web sources on special education. British Journal of Educational Technology, 44, 821-836.

Anmarkrud, Ø., McCrudden, M., Bråten, I., & Strømsø, H.I. (2013). Relevance judgments, strategy use, and written argumentation in multiple documents comprehension. Instructional Science, 41, 873-894.

Braasch, J.L.G., Bråten, I., Strømsø, H.I., Anmarkrud, Ø., & Ferguson, L.E. (2013). Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38, 180-195.

Braasch, J.L.G., Goldman, S.R., & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105, 561-578.

Britt, M.A., Rouet, J.-F., & Braasch, J.L.G. (2013). Documents experienced as entities: Extending the situation model theory of comprehension. In M.A. Britt, S. R. Goldman, & J.-F. Rouet (Eds.), Reading: From words to multiple texts. New York: Routledge.

Bråten, I., & Anmarkrud, Ø. (2013). Does naturally-occurring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading, 36, 42-57.

Bråten, I., Ferguson, L.E., Anmarkrud, Ø., & Strømsø, H.I. (2013). Prediction of learning and comprehension when reading multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing: An Interdisciplinary Journal, 26, 321-348.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28, 879-902.

Caravolas, M., Lervåg, A., Defior, S., Seidlová-Málkova, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24. 1398-1407.

Daniel, F.K., & Braasch, J.L.G. (2013). Application exercises improve transfer of statistical knowledge in real-world contexts. Teaching of Psychology, 40, 200-207.

Ferguson, L.E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49-61.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research, 62, 100-114.

Glina, M. (2013). Inquiry-based pedagogy and bullying: Analyzing indicators of dialogic interaction. In M. Glina (Ed.), Philosophy for, with and of children (pp. 149–199). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Glina, M. (Ed.). (2013). Philosophy for, with and  of children. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Glina, M. (2013). Introduction. In M. Glina (Ed.), Philosophy for, with and of children. Newcastle upon Tyne: Cambridge Scholars Publishing.

Holen, S., Waaktaar, T., Lervåg, A., & Ystgaard, M. (2013). Implementing a universal stress management program for young school children: Are there classroom climate or academic effects? Scandinavian Journal of Educational Research, 57, 420-444.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H.I. (2013). The role of Internet- specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193-1203.

Macedo-Rouet, M., Braasch, J.L.G., Britt, M.A., & Rouet, J.-F. (2013). Teaching fourth and fifth graders to evaluate the cognitive authority of information sources during text comprehension. Cognition and Instruction, 31, 204-226.

Reznitskaya, A., & Glina, M. (2013). Comparing student experiences  with story discussions in dialogic vs. traditional settings. The Journal  of Educational Research, 106, 49-63.

Rydland, V., Aukrust, V., & Fulland, H. (2013). Living in neighborhoods with high or low co-ethnic concentration: Turkish-Norwegian speaking students’ vocabulary skills and reading comprehension. International Journal of Bilingual Education and Bilingualism, 16, 657-674.

Strømsø, H.I., & Bråten, I. (2013). Multiple documents literacy. In L. Meyer (Ed.), Oxford bibliographies in education. New York: Oxford University Press.

Strømsø, H.I., Bråten, I., Britt, M.A., & Ferguson, L.E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31, 176-203.

2012

Andreassen, R., & Strømsø, H.I. (2012). Reading about health risks: Who and what to trust? A research review. In K.P. Knutsen, S. Kvam, P. Langemeyer, A. Parianou, & K. Solfjeld (Eds.), Narratives of risk: Interdisciplinary studies (pp. 255-274). Münster: Waxman.

Anmarkrud, Ø., & Bråten, I. (2012). Naturally-occurring comprehension strategies instruction in ninth-grade language arts classrooms, Scandinavian Journal of Educational Research, 56, 591-623.

Braasch, J.L.G., Rouet, J.-F., Vibert, N., & Britt, M.A. (2012). Readers’ use of source information in comprehension. Memory & Cognition, 40, 450–465.

Bråten, I., & Strømsø, H.I. (2012). Knowledge acquisition: Constructing meaning from multiple information sources. In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (Part 11, pp. 1677-1680). Heidelberg: Springer.

Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G., & Hulme, C. (2012). Common patterns of prediction of litteracy development in different alphabetic ortographies. Psychological Science, 23, 678- 686.

Ferguson, L.E., Bråten, I., & Strømsø, H.I. (2012). Epistemic cognition and change when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22, 103-120.

Goldman, S.R., Braasch, J.L.G., Wiley, J., Graesser, A.C., & Brodowinska. K.M. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47, 356–381.

Holen, S., Lervåg, A., Waaktaar, T., & Ystgaard, M. (2012). Exploring the associations between coping patterns for everyday stressors and mental health in young schoolchildren. Journal of School Psychology, 50, 167- 193.

Holen, S., Waaktaar, T., Lervåg, A., & Ystgaard, M. (2012). The effectiveness of a universal school-based program on coping and mental health: A randomized, controlled study of Zippy’s Friends. Educational Psychology, 32, 657- 677.

Hulme, C., Goetz, K., Brigstocke, S., Nash, H., Lervåg, A., & Snowling, M. J. (2012). The growth of reading skills in children with Down Syndrome. Developmental Science, 15, 320-329.

Lekhal, R., Soest, T.M., Wang, M.V., Aukrust, V.G., & Schjølberg, S. (2012). Norway's high-quality center care reduces late talking in high- and low-risk groups. Journal of Developmental and Behavioral Pediatrics, 33, 562- 569.

Melby-Lervåg, M., & Lervåg, A. (2012). Oral Language Skills Moderate Nonword Repetition Skills in Children With Dyslexia: A Meta-Analysis of the Role of Nonword Repetition Skills in Dyslexia. Scientific Studies of Reading, 16, 1- 34.

Melby-Lervåg, M., Lervåg, A., Lyster, S. A. H., Klem, M., Hagtvet, B. E., & Hulme, C. (2012). Nonword repetition ability does not appear to be a causal influence on children’s vocabulary development. Psychological Science, 23, 1069-1098.

Rasmussen, I. (2012). Trajectories of participation: Temporality and learning. . In N.S. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3334-3337). Heidelberg: Springer.

Rasmussen, I., Lund, A., & Smørdal, O. (2012). Visualisation of trajectories of participation in a Wiki: A basis for feedback and assessment? Nordic Journal of Digital Literacy, 1, 21- 35.

Rydland, V., Aukrust, V. G., & Fulland, H. (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and Writing: An Interdisciplinary Journal, 25, 465-482.

2011

Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21,520-537.

Aukrust, V. G. (Ed.) (2011). Learning and cognition. Oxford: Elsevier.

Aukrust, V., & Rydland, V. (2011). Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of Applied Developmental Psychology, 32, 198-207.

Bråten, I. (2011). Personal epistemology in education. In V.G. Aukrust (Ed.), Learning and cognition in education (pp. 52-58). Oxford: Elsevier.

Bråten, I., & Britt, M.A., Strømsø, H.I., & Rouet, J.-F. (2011). The role of epistemic beliefs in the comprehension of multiple expository texts: Towards an integrated model. Educational Psychologist, 46, 48-70.

Bråten, I., Gil, L., & Strømsø, H.I. (2011). The role of different task instructions and reader characteristics when learning from multiple expository texts. In M.T. McCrudden, J.P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 95-122). Greenwich, CT: Information Age Publishing.

Bråten, I., & Strømsø, H.I. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6, 111-130.

Bråten, I., & Strømsø, H.I., & Salmeron, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180-192.

Melby-Lervåg, M., & Lervåg, A., (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness, and reading comprehension: A meta-analysis of the correlational evidence. Journal of research in reading, 34, 114- 135.

Nergard, V., Hatlevik, O.E., Martinussen, M., & Lervag, A. (2011). An airman's personal attitude: Pilots' point of view, Aviation 15, 101-111

Strømsø, H.I., & Bråten, I. (2011). Epistemic beliefs in higher education: Teachers’ beliefs and the role of faculty training programs. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology in teacher education. New York: Routledge.

Strømsø, H.I., & Bråten, I., & Britt, M.A. (2011). Do students’ beliefs about knowledge and knowing predict their judgment of texts’ trustworthiness? Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 177-206.

2010

Andreassen, R., & Bråten, I. (2010). Examining the prediction of reading comprehension on different multiple-choice texts. Journal of Research in Reading, 33, 263-283.

Aukrust, V.G. (2010). Language and literacy in educational settings: An overview. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 345-355). Oxford: Elsevier.

Bråten, I. (2010). Personal epistemology in education: Concepts, issues, and implications. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 211-217). Oxford: Elsevier.

Bråten, I., Amundsen, A., & Samuelstuen, M.S. (2010). Poor readers—good learners: A study of dyslexic readers learning with and without text. Reading and Writing Quarterly: Overcoming Learning Difficulties, 26, 166-187.

Bråten, I., & Strømsø, H.I. (2010). Effects of task instruction and personal epistemology on the understanding of multiple texts about climate change. Discourse Processes, 47, 1-31.

Bråten, I., & Strømsø, H.I. (2010). When law students read multiple documents about global warming: Examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science, 38, 635-657.
 

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks. Reading Psychology: An International Journal, 31, 30-68.

Gil, L., Bråten, I., Vidal-Abarca, E., & Strømsø, H.I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35, 157-173.

Lervåg, A., & Aukrust, V. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51, 612-620.

Lervåg, A., & Hulme, C. (2010). Predicting growth of early spelling skills: Are there heterogeneous developmental trajectories? Scientific Studies of Reading, 14, 485-513.

Salmeron, L., Gil, L., Bråten, I., & Strømsø, H.I. (2010). Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26, 419-426.

Strømsø, H.I., & Bråten, I., & Britt, M.A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 18, 513-527.

Strømsø, H.I., & Bråten, I. (2010). Learning from multiple information sources. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (Vol. 5, pp. 191-196). Oxford: Elsevier.

Strømsø, H.I., & Bråten, I. (2010). The role of personal epistemology in the self-regulation of Internet-based learning. Metacognition and Learning, 5, 91-111.

2009

Anmarkrud, Ø., & Bråten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19, 252-256.

Aukrust, V.G., & Rydland, V. (2009). “Does it matter?” talking about ethnic diversity in preschool and first-grade classrooms. Journal of Pragmatics, 41, 1538-1556.

Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students’ epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560.

Bråten, I., Strømsø, H.I., & Britt, M.A. (2009). Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44, 6-28.

Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. Developmental Psychology, 45, 764-781.

Lervåg, A. & Hulme, C. (2009). Rapid Automatized Naming (RAN) taps a mechanism that places constraints on the development of reading. Psychological Science, 20, 1040-1048.

Rydland, V. (2009). “Whow—when I was going to pretend drinking it tasted coke for real!” Second-language learners' out-of-frame talk in peer pretend play: A developmental study from preschool to first grade. European Journal of Developmental Psychology, 6, 190-222.

Strømsø, H.I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple-text comprehension among upper secondary students. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 425-445.

2008

Aukrust, V. G. (2008). Boys' and girls' conversational participation across four grade levels in Norwegian classrooms: Taking the floor or being given the floor? Gender and Education, 20, 237-252.

Aukrust, V. G. (2008). Turkish-speaking first graders in Norway acquiring second language vocabulary, listening comprehension and literacy skills. Scandinavian Journal of Educational Research, 52, 293-314.

Bråten, I. (2008). Personal epistemology, understanding of multiple texts, and learning within Internet technologies. In Myint Swe Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures. (pp. 351-376). New York: Springer.

Bråten, I., & Strømsø, H.I. (2008). Job values in professional education: The role of achievement goals. Scandinavian Journal of Educational Research, 52, 259-277.

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.

Rydland, V. & Aukrust, V. G. (2008). Identity revealed through talk among young language-minority children in Norwegian classrooms. International Journal of Educational Research, 47, 301-311.

Strømsø, H.I., Bråten, I. & Samuelstuen, M.S. (2008). Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding. Learning and Instruction, 18, 513-527.

2007

Aukrust, V. G. (2007). Young children acquiring second language vocabulary in preschool group-time: Does amount, diversity and discourse complexity of teacher talk matter?’ Journal of Research in Childhood Education, 22, 17-38.

Bråten, I., & Olaussen, B.S. (2007). The motivational development of Norwegian nursing students over the college years. Learning in Health and Social Care, 6, 27-43.

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

Rydland, V. (2007). How one Turkish-speaking girl came to express her own voice in a Norwegian-speaking play group. Nordic Educational Research, 27, 77-99.

Samuelstuen, M.S., Bråten, I., & Valås, H. (2007). Context effects in Norwegian 10th-grade students’ reports on learning strategies using the Cross-Curricular Competencies instrument. Scandinavian Journal of Educational Research, 51, 511-529.

Samuelstuen, M.S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students’ strategic processing. British Journal of Educational Psychology, 77, 351-378.

Strømsø, H.I., Grøttum, P., & Lycke, K.H. (2007). Content and processes in problem-based learning: A comparison of computer mediated and face-to-face communication. Journal of Computer Assisted Learning, 23, 271-282.

2006

Bråten, I., & Strømsø, H.I. (2006). Effects of personal epistemology on the understanding ofmultiple texts. Reading Psychology: An International Journal, 27, 457-484.

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.

Bråten, I., & Strømsø, H.I. (2006). Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.

Bråten, I., & Strømsø, H.I. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-148.

Bråten, I., Strømsø, H.I., & Samuelstuen, M.S. (2006). The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141-171.

Edwards, C.P., Knoche, L., Aukrust, V.G., Kumru, A., & Kim, M. (2006). Parental ethnotheories of child development: Looking beyond independence and individualism in American belief systems. In U. Kim, K.-S. Yang, & K.-K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 141-162). New York: Springer.

Lycke, K.H., Grøttum, P., & Strømsø, H.I. (2006). Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. Medical Teacher, 28, 717-722.

Lycke, K.H., Strømsø, H.I., & Grøttum, P. (2006). Tracing the tutor roles in problem-based learning and PBL-online. In M. Savin-Baden & K. Wilkie (Eds.), Problem-based learning online (s.45-60). Berkshire: Open University Press.

Published Dec. 7, 2015 3:12 PM - Last modified Mar. 13, 2021 1:58 PM