Nye publikasjoner - Institutt for spesialpedagogikk

Andersen (2022): Surviving cancer while young A meta-ethnography through temporal, social, interactional and personal experiences of survival

Publisert 25. apr. 2022 15:42

I: SSM - Qualitative Research in Health. Open Access.

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Ronconi, Veronesi, Mason, Manzione, Florit, Anmarkrud & Bråten (2022): Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

Publisert 19. apr. 2022 16:38

I: Computers & Education. Open Access.

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Nyborg, Mjelve, Arnesen, Crozier, Bjørnebekk & Coplan (2022): Teachers’ strategies for managing shy students’ anxiety at school

Publisert 19. apr. 2022 14:15

I: Nordic Psychology. Open Access.

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Andersen (2022): Surviving cancer while young A meta-ethnography through temporal, social, interactional and personal experiences of survival

Publisert 12. apr. 2022 15:11

I: SSM - Qualitative Research in Health. Open Access.

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Ziaka, Protopapas (2022): Conflict monitoring or multi-tasking? Tracking within-task performance in single-item and multi-item Stroop tasks

Publisert 8. apr. 2022 11:26

I: Acta Psychologica. Open Access.

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Gunnerud, Foldnes, Melby-Lervåg (2022): Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition

Publisert 5. apr. 2022 12:46

I: Reading and Writing. Open Access.

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Ribeiro, Zachrisson, Nærde, Wang, Brandlistuen, Passaretta (2022): Socioeconomic disparities in early language development in two Norwegian samples

Publisert 25. mars 2022 15:32

I: Applied Developmental Science. Open Access.

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Bjørnebekk & Kjøbli (2017): Observed callousness as a predictor of treatment outcomes in parent management training

Publisert 21. mars 2022 14:06

I: Clinical Child Psychology and Psychiatry. Open Access.

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Kjøbli, Zachrisson & Bjørnebekk (2018): Three randomized effectiveness trials-one question: Can callous-unemotional traits in children be altered?

Publisert 21. mars 2022 14:04

I: Journal of Clinical Child & Adolescent Psychology. Open Access.

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Wendelborg, Garrels, Sigstad & Dean (2022): Recruitment and work arrangements for employees with intellectual disability in competitive employment

Publisert 21. mars 2022 12:06

I: Journal of Policy and Practice in Intellectual Disabilities. Open Access.

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Mjelve, Nyborg, Arnesen, Bjørnebekk, Crozier & Coplan (2022): Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools

Publisert 15. mars 2022 13:18

I: Journal of Research in Childhood Education. Open Access.

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Nyborg, Mjelve, Edwards, Crozier & Coplan (2022): Working relationally with shy students: Pedagogical insights from teachers and students

Publisert 15. mars 2022 13:18

I: Learning, Culture and Social Interaction. Open Access.

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Solberg, Nyborg, Mjelve, Edwards & Arnesen (2022): Teachers’ experiences of school-based support in their work with shy students

Publisert 15. mars 2022 13:18

I: Teaching and Teacher Education: An International Journal of Research and Studies. Open Access.

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Bjørnebekk & Thøgersen (2022): Possible Interventions for Preventing the Development of Psychopathic Traits among Children and Adolescents?

Publisert 15. mars 2022 08:47

I: International Journal of Environmental Research and Public Health, 19(1), 409. Open Access.

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Thøgersen, Bjørnebekk, Scavenius & Elmose (2021): Callous-Unemotional Traits Do Not Predict Functional Family Therapy Outcomes for Adolescents With Behavior Problems

Publisert 15. mars 2022 08:47

I: Frontiers in Psychology, 11, 3976. Open Access.

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Næss, Hokstad, Engevik, Lervåg & Smith (2022): A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program

Publisert 4. mars 2022 09:51

I: Remedial and Special Education. Open Access.

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Buli-Holmberg, Sigstad, Morken & Hjörne (2022): From the idea of inclusion into practice in the Nordic countries: a qualitative literature review

Publisert 4. mars 2022 08:56

I: European Journal of Special Needs Education. Open Access.

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Bratlie, Brinchmann, Melby-Lervåg & Torkildsen (2022): Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children

Publisert 3. mars 2022 15:47

I: Review of Educational Research. Open Access.

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Ziaka, Skoteinou & Protopapas (2022): Task Format Modulates the Relationship Between Reading Ability and Stroop Interference

Publisert 15. feb. 2022 17:37

I: Journal of Experimental Psychology: Human Perception and Performance. Online first

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Haukedal, Wie, Schauber, Lyxell, Fitzpatrick & Torkildsen (2022): Social communication and quality of life in children using hearing aids

Publisert 14. jan. 2022 14:30

I: International Journal of Pediatric Otorhinolaryngology. Open Access.

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van Viersen, Protopapas & de Jong (2022): Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

Publisert 11. jan. 2022 13:25

I: Frontiers in Psychology, 12, 789313

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Østbø & Zachrisson (2021): Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

Publisert 14. des. 2021 13:59

I: Scandinavian Journal of Educational Research. Open Access

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Delgado, Anmarkrud, Avila, Altamura, Chireac, Pérez & Salmerón (2021): Learning from text and video blogs: comprehension effects on secondary school students

Publisert 9. des. 2021 13:19

I: Education and Information Technologies. Open Access

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Bratlie, Gustafsson & Torkildsen (2021): Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators

Publisert 23. nov. 2021 13:09

I: Reading Research Quarterly. Open Access

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Loui, Protopapas & Orfanidou (2021): Asymmetric Morphological Priming among Inflected and Derived Verbs and Nouns in Greek

Publisert 17. nov. 2021 15:36

I: Frontiers in Psychology, 12, 658189

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