Øistein Anmarkrud

¤ = publikasjoner fra PISA+ prosjektet http://www.uv.uio.no/ils/forskning/prosjekter/pisa-pluss/

ARTIKLER, BØKER, BOKKAPITLER OG AVHANDLINGER

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, Advance online publication. https://doi.org/10.1007/s10639-021-10819-2

Anmarkrud, Ø., Bråten, I., Florit, E., & Mason, L. (2021). The Role of Individual Differences in Sourcing: a Systematic Review. Educational Psychology Review. Advance online publication, 10.1007/s10648-021-09640-7.

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

Andresen, A., Anmarkrud, Ø., Salmerõn, 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. 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.

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

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 (s. 117-132).  New York: Routledge.

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. (2015). Inquisitor, evaluator or facilitator? Teachers' use of instructional format during naturally occurring comprehension strategies instruction, I K. Klette, O.K. Bergem, & A. Roe (red.)  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., 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 .

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.

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. & 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., 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). Task-oriented reading of multiple documents: Online comprehension processes and offline products. Instructional Science, 41, 873-894.

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. & Ferguson, L. E. (2013). Comprehending multiple texts: Theories, components, and competence, I Elisabeth Bjørnestad & Janicke Heldal Stray (red.), New Voices in Norwegian Educational Research.  Rotterdam: Sense Publishers.  4.  s 39 - 51

¤ 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. (2012). God undervisning i lesestrategier: Hva klasseromsforskning har lært oss. I S. Matre & A. Skaftun (red). Skriv! Les! Artikler fra den første nordiske konferansen om skriving, lesing og literacy. Trondheim: Akademika forlag.

Ferguson, L.E., Anmarkrud, Ø., Strømsø, H.I., & Bråten, I., (2012). Profiles of epistemic beliefs and knowledge when reading multiple texts. Proceedings of the 5th Biennial Meeting of the EARLI SIG 16 Metacognition. p.33-34.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012).  Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. Proceedings of the 10th International Conference of the Learning Sciences: The Future of Learning. Vol 2. pp. 479-480.

Anmarkrud, Ø. (2011). Lærere med særlige forudsætninger for at undervise i læsning. Fjerritslev: Landsforeningen af Læsepedagoger.

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

¤ 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.

Anmarkrud, Ø., Olaussen, B.S. & Bråten, I. (2002). Utvikling av selvregulert læring - En beretning fra norske lærerstudenter. Norsk Pedagogisk Tidsskrift, 5/2002, 403-415

INVITERTE KEYNOTE-FORELESNINGER

Anmarkrud, Ø. (2013). Spesielt dyktige læreres undervisning – hva inneholder den og hvordan ser den ut? Nasjonal konferanse om lesing. Universitetet i Stavanger, mars 2013.
Anmarkrud, Ø. (2011). God strategiundervisning – bare et spørsmål om godt kontrollerte intervensjoner? Skriv! Les! Nordisk forskerkonferanse om skriving og lesing, Universitetet i Stavanger, Norge, juni 2011.

FAGFELLEVURDERTE KONFERANSEPRESENTASJONER

Anmarkrud, Ø., Bråten, I., Brandmo, C., Strømsø, H.I., & Ferguson, L.E. (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, USA, April 2013.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2012). Signaling text relevance in multiple-text reading: A think-aloud study. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada, April 2012.

Ferguson, L.E., Bråten, I., Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. Paper presented at the International Conference of Learning Sciences, Sydney, Australia, July 2012.

Ferguson, LE., Bråten, I.  Strømsø, H.I., & Anmarkrud, Ø. (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. Paper presented on International Workshop on Multiple Text Comprehension, Poitiers, France, October 2012.

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. Paper presented at the Biannual EARLI SIG Metacognition Conference, Milan, Italy, September 2012.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Multiple-documents comprehension strategies, document trustworthiness and argumentation in essays. Paper presented at the Biennial conference of the European Association for Research on Learning and Instruction, Exeter, England, August 2011.

Ferguson, L. E., Bråten, I., Anmarkrud, Ø, & Strømsø, H.I. (2011). Epistemic cognition and multiple-documents literacy: An intervention study. Paper presented at the Biennial conference of the European Association for Research on Learning and Instruction, Exeter, England, August 2011.

Bråten, I., Ferguson, L.E., Strømsø, H.I., & Anmarkrud, Ø. (2011). Epistemic cognition, sourcing, and argumentative reasoning when reading multiple conflicting documents. Paper presentet on the Annual conference of the Society for Text and Discource, Pointers, France, July 2011.

Anmarkrud, Ø., Bråten, I., & Strømsø, H.I. (2011). Constructively responsive comprehension strategies in multiple-text reading: A think-aloud study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, USA, April 2011.

Anmarkrud, Ø. & Bråten, I. (2010). Does amount of naturally occurring comprehension strategy instruction make a difference when students read expository text? Paper presented at the annual meeting of the American Educational Research Association, Denver, USA, April 2011.

Anmarkrud, Ø. (2011). Comprehension instruction and development of reading motivation in four Norwegian 9th grade language art classrooms. Paper presented at the Biennial conference of the European Association for Research on Learning and Instruction, Budapest, Hungary, August 2007.

Anmarkrud, Ø., Bråten, I., & Samuelsstuen, M. (2007). Motivation for reading comprehension. Paper presented at the Biennial conference of the European Association for Research on Learning and Instruction, Budapest, Hungary, August 2007.

Anmarkrud, Ø. (2006). Teachers' conception of text comprehension. Paper presented at the Biennial conference of the EARLI-sig Text and Graphics Comprehension, Nottingham, England, August 2006.


 

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth & Anmarkrud, Øistein (2024). Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-024-10521-y.
• Braasch, Jason L. G.; Anmarkrud, Øistein; Andresen, Anette; Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. Reading Psychology. ISSN 0270-2711. 44(6), s. 649–671. doi: 10.1080/02702711.2023.2179145. Fulltekst i vitenarkiv
• Ronconi, Angelica; Veronesi, Valentina; Mason, Lucia; Manzione, Lucia; Florit, Elena & Anmarkrud, Øistein [Vis alle 7 forfattere av denne artikkelen] (2022). Effects of reading medium on the processing, comprehension, and calibration of adolescent readers. Computers & Education. ISSN 0360-1315. 185. doi: 10.1016/j.compedu.2022.104520. Fulltekst i vitenarkiv
• Delgado, Pablo; Anmarkrud, Øistein; Avila, Vicenta; Altamura, Lidia; Chireac, Silvia-Maria & Pérez, Ana [Vis alle 7 forfattere av denne artikkelen] (2021). Learning from text and video blogs: comprehension effects on secondary school students. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-021-10819-2. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar; Florit, Elena & Mason, Lucia (2021). The Role of Individual Differences in Sourcing: a Systematic Review. Educational Psychology Review. ISSN 1040-726X. 34(2), s. 749–792. doi: 10.1007/s10648-021-09640-7. Fulltekst i vitenarkiv
• Andresen, Anette & Anmarkrud, Øistein (2021). Multimedialæring og dysleksi - en god kombinasjon? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 197–210.
• Kanniainen, Laura; Kiili, Carita Päivi Susanna; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein & Leppänen, Pavo H.T. (2021). Assessing reading and online research comprehension: Do difficulties in attention and executive function matter? Learning and Individual Differences. ISSN 1041-6080. 87. doi: 10.1016/j.lindif.2021.101985. Fulltekst i vitenarkiv
• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context. Contemporary Educational Psychology. ISSN 0361-476X. 59. doi: 10.1016/j.cedpsych.2019.101797. Fulltekst i vitenarkiv
• Andresen, Anette; Anmarkrud, Øistein; Salmerón, Ladislao & Bråten, Ivar (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. ISSN 2295-3159. 7(3), s. 1–26. doi: 10.14786/flr.v7i3.451. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Andresen, Anette & Bråten, Ivar (2019). Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues. Educational Psychologist. ISSN 0046-1520. 54(2), s. 61–83. doi: 10.1080/00461520.2018.1554484. Fulltekst i vitenarkiv
• Andresen, Anette; Anmarkrud, Øistein & Bråten, Ivar (2018). Investigating multiple source use among students with and without dyslexia. Reading and writing. ISSN 0922-4777. 32(5), s. 1149–1174. doi: 10.1007/s11145-018-9904-z. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Brante, Eva Wennås & Andresen, Anette (2018). Potential Processing Challenges of Internet use Among Readers with Dyslexia. I Braasch, Jason L.G.; Bråten, Ivar & McCrudden, Matthew T. (Red.), Handbook of multiple source use. Routledge. ISSN 9781315627496. s. 117–132. doi: 10.4324/9781315627496-7.
• Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology. ISSN 0144-3410. 36(4), s. 638–657. doi: 10.1080/01443410.2014.920080.
• Nordlie, Randi & Anmarkrud, Øistein (2015). Leseforståelse hos minoritetsspråklige grunnskoleelever som ankommer Norge etter fylte 16 år. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(5), s. 321–333.
• Anmarkrud, Øistein (2015). Inquisitor, evaluator or facilitator? Teachers' use of instructional format during naturally occurring comprehension strategies instruction, Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS. Springer Publishing Company. ISSN 978-3-319-17301-6. s. 33–45. doi: 10.1007/978-3-319-17302-3_3.
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences. ISSN 1041-6080. 30, s. 64–76. doi: 10.1016/j.lindif.2013.01.007.
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (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. ISSN 0883-0355. 66, s. 1–12. doi: 10.1016/j.ijer.2014.01.004.
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (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. ISSN 0007-0998. 84(1), s. 58–85. doi: 10.1111/bjep.12005.
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2014). Strategisk kildevurdering av multiple tekster: Utbytterikt, men krevende. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98, s. 47–57.
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Learning and Individual Differences. ISSN 1041-6080. 31, s. 11–20. doi: 10.1016/j.lindif.2013.12.012.
• Bråten, Ivar; Anmarkrud, Øistein; Brandmo, Christian & Strømsø, Helge Ivar (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction. ISSN 0959-4752. 30, s. 9–24. doi: 10.1016/j.learninstruc.2013.11.002.
• Bråten, Ivar & Anmarkrud, Øistein (2013). Does naturally occurring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading. ISSN 0141-0423. 36(1), s. 42–57. doi: 10.1111/j.1467-9817.2011.01489.x.
• Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Comprehending multiple texts: Theories, components, and competence. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (Red.), New Voices in Norwegian Educational Research. Brill|Sense. ISSN 978-94-6209-462-8. s. 39–51. doi: 10.1007/978-94-6209-464-2_4.
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research. ISSN 0883-0355. 62, s. 100–114. doi: 10.1016/j.ijer.2013.07.001.
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education. ISSN 0256-2928. 28(3), s. 879–902. doi: 10.1007/s10212-012-0145-2.
• Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: online comprehension processes and offline products. Instructional Science. ISSN 0020-4277. 41(5), s. 873–894. doi: 10.1007/s11251-013-9263-8.
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology. ISSN 0361-476X. 38, s. 180–195. doi: 10.1016/j.cedpsych.2013.03.003.
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (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. ISSN 0922-4777. 26(3), s. 321–348. doi: 10.1007/s11145-012-9371-x.
• Anmarkrud, Øistein & Bråten, Ivar (2012). God undervisning i lesestrategier - hva klasseromsforskningen har lært oss. I Matre, Synnøve & Skaftun, Atle (Red.), Skriv! Les!. Akademika forlag. ISSN 978-82-519-2870-0. s. 193–212.
• Anmarkrud, Øistein & Bråten, Ivar (2012). Naturally-Occurring Comprehension Strategies Instruction in 9th-Grade Language Arts Classrooms. Scandinavian Journal of Educational Research. ISSN 0031-3831. 56(6), s. 591–623. doi: 10.1080/00313831.2011.621134.
• Anmarkrud, Øistein & Bråten, Ivar (2009). Motivation for reading comprehension. Learning and Individual Differences. ISSN 1041-6080. 19(2), s. 252–256. doi: 10.1016/j.lindif.2008.09.002.
• Anmarkrud, Øistein (2007). Spesielt dyktige læreres leseundervisning - med fokus på leseforståelse. I Bråten, Ivar (Red.), Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis. Cappelen Damm Akademisk. ISSN 978-82-02-26175-7. s. 221–251.
• Anmarkrud, Øistein; Olaussen, Bodil Stokke & Bråten, Ivar (2002). Utvikling av selvregulert læring - En beretning fra norske lærerstudenter. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 403–415.

Se alle arbeider i Cristin

• Brante, Eva Wennås & Anmarkrud, Øistein (2021). Gode digitale lesestrategier. Cappelen Damm Akademisk. ISBN 9788202657925. 80 s.
• 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.

Se alle arbeider i Cristin

• Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge.
• Blikstad-Balas, Marte; Anmarkrud, Øistein; Frønes, Tove Stjern; Roe, Astrid; Støle, Hildegunn & Mangen, Anne (2023). «For lettvint av Søby» . Morgenbladet. ISSN 0805-3847.
• Blikstad-Balas, Marte; Anmarkrud, Øistein; Frønes, Tove Stjern; Roe, Astrid & Støle, Hildegunn (2023). «For lettvint av Søby» . Morgenbladet. ISSN 0805-3847.
• Melby-Lervåg, Monica & Anmarkrud, Øistein (2023). Ny opplæringslov kan svekke rettighetene til barn med lærevansker. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Wandem, Fredrik Solli; Rydland, Veslemøy; Anmarkrud, Øistein; Lopez-Pedersen, Anita; Morken, Frøydis & Lenvik, Astrid Knutsdatter [Vis alle 7 forfattere av denne artikkelen] (2023). Podkast: Spesialpedagogisk spørretime #2. [Internett]. Universitetet i Oslo.
• Andresen, Anette; Braasch, Jason L. G.; Anmarkrud, Øistein; Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles.
• Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning.
• Mangen, Anne; Blikstad-Balas, Marte; Anmarkrud, Øistein; Støle, Hildegunn; Frønes, Tove & Roe, Astrid (2023). For lettvint av Søby. Vi deler "aktivistiske" foreldres bekymring, med god vitenskapelig belegg. Morgenbladet. ISSN 0805-3847.
• Wandem, Fredrik Solli; Anmarkrud, Øistein & Furnes, Bjarte Reidar (2022). Podkast: Hva betyr det egentlig at noe er forskningsbasert? [Internett]. Universitetet i Oslo. Vis sammendrag

  Episode i SpedAims-podkasten "Det virker!" Hvordan forsker man på spesialpedagogikk, og hvorfor er det så viktig at vi gjør det? Hva betyr det egentlig at noe er forskningsbasert? I denne episoden tar vi deg gjennom spesialpedagogisk forskning fra A til Å.

• Ronconi, Angelica; Veronesi, Valentina; Mason, Lucia; Manzione, Lucia; Florit, Elena & Anmarkrud, Øistein [Vis alle 7 forfattere av denne artikkelen] (2022). Learning from complementary sources: Do medium and context matter?
• Anmarkrud, Øistein & Andresen, Anette (2021). Elever med dysleksi kan slite mer når læreboka blir erstattet med nettet. https://forskning.no/.
• Anmarkrud, Øistein & Brandmo, Christian (2021). Engasjerende leseundervisning. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 227–240.
• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). INVESTIGATING EFFECTS OF READING MEDIUM AND READING PURPOSE ON BEHAVIORAL ENGAGEMENT AND TEXTUAL INTEGRATION IN A MULTIPLE DOCUMENT CONTEXT.
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students.
• 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; 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; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension.
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2012). Signaling text relevance in multiple-text reading: A think-aloud study.
• 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.
• 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.
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts.
• 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 & Strømsø, Helge Ivar (2011). Multiple-Documents Comprehension Strategies, Document Trustworthiness and Argumentation in Essays.
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2011). Constructively responsive comprehension strategies in multiple-text reading: A think-aloud study.
• Anmarkrud, Øistein & Bråten, Ivar (2010). Does amount of naturally occurring comprehension strategy instruction make a difference when students read expository text?
• Anmarkrud, Øistein (2007). Comprehension instruction and development of reading motivation in four Norwegian 9th grade language art classrooms.
• Anmarkrud, Øistein; Bråten, Ivar & Samuelstuen, Marit S. (2007). Motivation for reading comprehension.
• Anmarkrud, Øistein (2007). Lesing som grunnleggende ferdighet: Hva lærere vet om leseforståelse og hva de gjør i klasserommet.
• Anmarkrud, Øistein (2007). Arbeid med sakprosa i klasserommet.
• 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; Ødegaard, Marianne; Anmarkrud, Øistein; Bergem, Ole Kristian & Arnesen, Nina Elisabeth [Vis alle 7 forfattere av denne artikkelen] (2008). Rapport fra prosjektet PISA+. Norges forskningsråd.
• Klette, Kirsti; Lie, Svein; Anmarkrud, Øistein; Arnesen, Nina Elisabeth; Bergem, Ole Kristian & Ødegaard, Marianne [Vis alle 7 forfattere av denne artikkelen] (2005). Categories for video analysis of classroom activites with a focus on the teacher. Universitetet i Oslo.

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