Øistein Anmarkrud

Professor
Image of Øistein Anmarkrud
Norwegian version of this page
Phone +47-22858046
Room 448
Username
Visiting address 0371 Oslo Sem Sælands vei 7 Helga Engs hus
Postal address Postboks 1040 Blindern 0318 Oslo

Educational background

2009: Phd., Faculty of Education, University of Oslo

2001: Cand. Ed., Advanced Professional Degree in Educational Psychology, Institute for Educational Research, University of Oslo

Employment history

2001 - 2004: School psychologist, Oslo

2004 - 2008: Research fellow, Institute for Educational Research, University of Oslo.

January 2009 - October 2009: Advisor, Bredtvet kompetansesenter

November 2009 - December 2012: Postdoc, Institute for Educational Research, University of Oslo

December 2012 --> Professor, Department for Special Needs Education, University of Oslo

Research interests

  • Text comprehension
  • Multiple documents literacy
  • Reading motivation
  • Reading instruction

Current activities

Research project addressing the relationship between cognitive and motivational factors involved in multiple documents literacy.

Completed projects

PISA+

Other functions

Ad-hoc reviewer for

  • Journal of Educational Research,
  • Scandinavian Journal of Educational Research,
  • Learning and Individual Differences,
  • Learning and Instruction
  • Journal of Computer Assisted Learning
  • The Journal of Cognitive Education and Psychology
  • Norsk pedagogisk tidsskrift,
  • UniPed




 

Publications

Publications

¤ = publications from the PISA+ project http://www.uv.uio.no/ils/forskning/prosjekter/pisa-pluss/

Journal articles

Strømsø, H.I., Bråten, I., Anmarkrud, Ø., & Ferguson, L.E. (in press). 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.

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, s. 64-76.

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, s. 1-12.

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, s. 11-20.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2014). Strategisk kildevurdering av multiple tekster: Utbytterikt, men krevende. Norsk Pedagogisk Tidsskrift, 98, s. 47-57.

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., 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. & Anmarkrud, Ø. (2013). Does naturally-occuring 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 adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing, 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.

Anmarkrud, Ø., McCrudden, M.T., 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.

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.

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

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

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

Submitted manuscripts

Ferguson, L.E., Bråten, I. Strømsø. H.I., & Anmarkrud, Ø. (2012). Dimensionality and change in epistemic beliefs when adolescents read conflicting information presented in multiple documents. Submitted manuscript.

Books, chapters, and dissertations

¤Anmarkrud, Øistein (2015). Inquisitor, evaluator or facilitator? Teachers' use of instructional format during naturally occurring comprehension strategies instruction, In K. Klette, O.K. Bergem, & A. Roe (ed) Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS.  Springer Publishing Company.  ISBN 978-3-319-17301-6.  3.  s 33 - 45

Anmarkrud, Ø. & Ferguson, L. E. (2013). Comprehending multiple texts: Theories, components, and competence, In Elisabeth Bjørnestad & Janicke Heldal Stray (ed.), New Voices in Norwegian Educational Research.  Rotterdam: Sense Publishers, 39-51.

Anmarkrud, Ø. & Refsahl, V. (2010). Gode lesestrategier - på mellomtrinnet. Oslo: Cappelen Akademisk.

Anmarkrud, Ø. & Bråten, I. (2010). Lesemotivation og motiverende læseundervisning. I: S. Madsbjerg & H. R. Lund (red). Læselyst og læring. Virum: Dansk Psykologisk Forlag.

¤ Anmarkrud, Ø. (2009). Undervisning i lesestrategier og utvikling av lesemotivasjon på ungdomstrinnet: En klasseromsstudie av fire norsklæreres arbeid med forklarende tekst. Avhandling for graden Phd. Det utdanningsvitenskaplige fakultet, Universitetet i Oslo.

¤ Anmarkrud, Ø. (2007). Spesielt dyktige læreres leseundervisning - med fokus på leseforståelse. I: Bråten, I. (red.) Leseforståelse: lesing i kunnskapssamfunnet - teori og praksis. Oslo: Cappelen Akademisk.

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  • Anmarkrud, Øistein (2011). Lærere med særlige forudsætninger for at undervise i læsing. Landsforeningen af læsepedagoger.  ISBN 978-87-7473-042-2.
  • Anmarkrud, Øistein & Refsahl, Vigdis (2010). Gode lesestrategier - på mellomtrinnet. Cappelen Damm Akademisk.  ISBN 978-82-02-31819-2.  80 s.

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  • Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading.
  • Andresen, Anette; Anmarkrud, Øistein & Bråten, Ivar (2017). Investigating multiple source use among students with and without dyslexia.
  • Ness, Cathrine; Anmarkrud, Øistein & Bråten, Ivar (2016). Explicit voice and better text coherence increase comprehension of history textbooks.
  • Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension..
  • Hagen, Åste Marie Mjelve; Braasch, Jason; Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Does the Ability to Identify and Explain Better and Poorer Strategies in a Contrasting Case Intervention Predict Students' Source Evaluation Skills?.
  • Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
  • Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Changes in student profiles of knowledge and epistemic beliefs when reading multiple conflicting texts.
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Beliefs About Justification for Knowing when Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2012). Signaling text relevance in multiple-text reading: A think-aloud study.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Dimensionality and change in epistemic beliefs when adolescents read conflicting information presented in multiple documents.
  • Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2012). Relationships between beliefs about justification for knowing and multiple-documents comprehension among language-majority and language-minority Norwegian students.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2011). Constructively responsive comprehension strategies in multiple-text reading: A think-aloud study.
  • Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2011). Multiple-Documents Comprehension Strategies, Document Trustworthiness and Argumentation in Essays.
  • Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Working with multiple conflicting documents: Relations between epistemic cognition while reading and argumentation and sourcing in essays.
  • Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Epistemic Cognition and Multiple-Documents Literacy: An Intervention Study.
  • Anmarkrud, Øistein & Bråten, Ivar (2010). Does amount of naturally occurring comprehension strategy instruction make a difference when students read expository text?.
  • Klette, Kirsti; Lie, Svein; Ødegaard, Marianne; Anmarkrud, Øistein; Bergem, Ole Kristian; Arnesen, Nina Elisabeth & Roe, Astrid (2008). Rapport fra prosjektet PISA+.
  • Anmarkrud, Øistein (2007). Arbeid med sakprosa i klasserommet.
  • Anmarkrud, Øistein (2007). Comprehension instruction and development of reading motivation in four Norwegian 9th grade language art classrooms.
  • Anmarkrud, Øistein (2007). Lesing som grunnleggende ferdighet: Hva lærere vet om leseforståelse og hva de gjør i klasserommet.
  • Anmarkrud, Øistein; Bråten, Ivar & Samuelstuen, Marit S. (2007). Motivation for reading comprehension.
  • Anmarkrud, Øistein (2006). Arbeid med leseforståelse i ungdomsskolen.
  • Anmarkrud, Øistein (2006). Arbeid med tekstforståelse i ungdomsskolen.
  • Anmarkrud, Øistein (2006). Teachers' conception of text comprehension.
  • Klette, Kirsti; Lie, Svein; Anmarkrud, Øistein; Arnesen, Nina Elisabeth; Bergem, Ole Kristian; Ødegaard, Marianne & Zachariassen, Jo-Rasmus Holt (2005). Categories for video analysis of classroom activites with a focus on the teacher.

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Published Dec. 6, 2012 12:14 PM - Last modified Aug. 1, 2017 11:00 AM

Projects

No ongoing projects