Øistein Anmarkrud

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

  • Multimedia learning
  • Reading in digital contexts
  • Text comprehension
  • Multiple documents literacy
  • Reading motivation
  • Reading instruction

Current activities

  • Reading in Limbo: Caught in transition between paper and digital texts (UiO)
  • STRIDING - Struggling Readers' Inclusion in the Digital Native Generation (UiO)
  • Advancing 21st century literacy skills: Comprehension, integration and evaluation of multimodal information (University of Valencia)
  • Executive function difficulties and digital reading (University of Jyväskylä

Completed projects

  • PISA+
  • Cognitive and motivational processes in multiple text comprehension

Other functions

Member of editorial board of Nordic Journal of Literacy Research

Ad-hoc reviewer for

Developmental Psychology, Journal of Educational Psychology, Contemporary Educational Psychology, Learning and Instruction, Journal of Research in Reading, Scientific Studies of Reading, Learning and Individual Differences, Journal of Educational Research, Journal of Computer Assisted Learning, Applied Linguistics, Scandinavian Journal of Educational Research, The Journal of Cognitive Education and Psychology.




 

Publications

Publications

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

Journal articles

Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54, 61-83.

Andresen, A., Anmarkrud, Ø., & Bråten, I. (2019). Investigating multiple source use among students with and without dyslexia. Reading and Writing, 32, 1149-1174

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, s 638- 657. 

Nordlie, R., & Anmarkrud, Ø. (2015). Leseforståelse hos minoritetsspråklige grunnskoleelever som ankommer Norge etter fylte 16 år. Norsk pedagogisk tidsskrift, 99, s 321- 333

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

 

Books, chapters, and dissertations

Anmarkrud, Ø., Brante, E.W. & Andresen, A. (2018). Potential Processing Challenges of Internet use Among Readers with Dyslexia, In Jason L.G. Braasch; Ivar Bråten & Matthew T. McCrudden (eds.),  Handbook of multiple source use (p. 117-132).  New York: Routledge.

¤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 & Refsahl, Vigdis (2019). Gode lesestrategier. Cappelen Damm Akademisk.  ISBN 9788202596804.  88 s.
  • 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 May 28, 2019 9:44 AM

Projects

No ongoing projects