Øistein Anmarkrud

• Yang, Junyi; Furnes, Bjarte Reidar; Morken, Frøydis; Hanssen, Natallia Bahdanovich; Lie, Janaina Hartveit & Melby-Lervåg, Monica [Vis alle 7 forfattere av denne artikkelen] (2026). Screen Use and Children’s Language Development From Ages 5 to 7 Years. JAMA pediatrics. ISSN 2168-6203. doi: 10.1001/jamapediatrics.2026.3490. Fulltekst i vitenarkiv Vis sammendrag

  Importance: Concerns about screen use and early language development are widespread, and prior research has reported mixed findings. Many studies have not distinguished baseline differences from developmental change, leaving uncertainty about whether screen use is associated with actual language development in early childhood. Objective: To examine associations between children’s and parental screen use and children’s language development from ages 5 to 7 years. Design, Setting, and Participants: This population-based prospective cohort study included children recruited through municipalities across Norway in 2023. Children were followed up annually for 3 waves. Data were analyzed from September 2025 to March 2026. Exposures: Parent-reported child daily screen time (weekday and weekend weighted average), child digital device ownership, maternal and paternal daily social media use, and primary parent smartphone screen time at the onset of the study. Main Outcomes and Measures: Receptive vocabulary and receptive grammar were assessed annually using the British Picture Vocabulary Scale and the Test for Reception of Grammar. Latent growth modeling was used to estimate baseline language levels and developmental trajectories from ages 5 to 7 years, adjusting for parental education and household income. Results: A total of 747 children (mean [SD] age, 4.9 [0.3] years; 360 of 718 female [50.1%]) were included in this study. Most screen use indicators were not associated with children’s language growth. However, primary parent smartphone screen time was associated with slower growth in receptive vocabulary; each additional 1 hour per day was associated with 0.42 slower annual growth in receptive vocabulary raw score (95% CI, −0.66 to −0.18). Children who owned a digital device at age 4 to 5 years scored lower at baseline as follows: 5.13 points lower in receptive vocabulary (95% CI, −7.43 to −2.82) and 4.56 points lower in receptive grammar (95% CI, −7.56 to −1.55) compared with children who did not own a device. Conclusions and Relevance: In this cohort study, primary parent smartphone screen time was associated with slower growth in children’s receptive vocabulary, whereas children’s digital device ownership was associated with lower concurrent language performance. These findings highlight the importance of considering screen use within the broader family context when evaluating children’s language development and are potentially informative for parents and clinicians.

• Tarchi, Christian; Casado-Ledesma, Lidia; Guidi, Elisa & Anmarkrud, Øistein (2025). Adjusting strategies when reading reliable and unreliable texts. Learning and Instruction. ISSN 0959-4752. 100. doi: 10.1016/j.learninstruc.2025.102218. Fulltekst i vitenarkiv Vis sammendrag

  Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information. This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information. The study involved 130 university students. Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies. The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation. The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.

• Jørstad, Oscar Skovdahl; Gonzalez, Ladislao Salmeron & Anmarkrud, Øistein (2025). When struggling readers meet the screen – A secondary analysis of ePIRLS 2016 data. Learning and Individual Differences. ISSN 1041-6080. 118. doi: 10.1016/j.lindif.2024.102623. Fulltekst i vitenarkiv Vis sammendrag

  Despite past efforts to investigate how students' interactions with digital devices shape their digital reading comprehension skills, we still need more knowledge about struggling readers in digital reading contexts. Previous research has shown that digital reading comprehension is negatively associated with general digital device usage and positively associated with some academic digital reading activities in the general student population. We used data from ePIRLS 2016 to investigate whether such patterns are related differently to struggling and nonstruggling readers. For struggling readers, we found that digital reading comprehension was negatively associated with the general use of digital devices for schoolwork. There was no statistically significant relationship between academic digital reading activities and digital reading comprehension. In contrast, this relationship was positively associated with digital reading comprehension among nonstruggling readers. We discuss how typical digital classroom activities may be differently related to digital reading comprehension depending on students' print reading comprehension skills.

• Bråten, Ivar; Jørstad, Oscar Skovdahl; Anmarkrud, Øistein & Strømsø, Helge Ivar (2025). Does reading still make you smarter? It depends. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-025-10668-2. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this path-analytic study was to compare the predictability of reading experience operationalized as author recognition with the predictability of reading experience operationalized as the recognition of different types of websites for students’ verbal ability. Additionally, we investigated whether these measures predicted students’ verbal ability not only directly but also indirectly via their reading comprehension skills. As relevant control variables, we included students’ word recognition skills and their attitude toward reading. Results showed a direct positive effect of reading comprehension skills on verbal ability. There were also direct positive effects of reading experience operationalized as author recognition and reading experience operationalized as recognition of websites with news and cultural content on verbal ability. Thus, the better participants’ reading comprehension skills and the more experience they had reading books in print and news and cultural content on the web, the higher their verbal ability scores. Reading experience operationalized as author recognition and reading experience operationalized as recognition of websites with news and cultural content also had direct positive effects on reading comprehension, and author recognition had an indirect positive effect on verbal ability via reading comprehension. The recognition of websites with entertainment and social media content did not have any direct or indirect effects on verbal ability. These results suggest that experiences with reading printed books and websites containing news and cultural content may promote both reading comprehension skills and verbal ability, whereas web-based reading experiences with entertainment and social media content may not have such positive cognitive consequences

• 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. Fulltekst i vitenarkiv Vis sammendrag

  The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores on this measure for their course achievement and integrated text understanding measured with an open-ended written comprehension assessment. Results showed that students’ language background, word recognition skills, and working memory resources explained unique portions of the variance in students’ scores on the deep cloze reading comprehension test. Further, scores on this test were positively correlated with students’ course achievement and uniquely predicted their integrated text understanding when language background, working memory, and prior topic knowledge were controlled for. Taken together, our findings support an interpretation of the deep cloze reading comprehension test as an effective and efficient measure of situation level understanding that draws on language skills, word level processes, and working memory resources and also can be used to predict students’ performance on important criterial tasks requiring deeper level understanding.

• 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 Vis sammendrag

  One-hundred and twenty-two undergraduates completed a survey assessing beliefs that WM is a stable trait, or that it is quality that can be improved with skill training. They then read an authentic set of journal articles in a special issue, which discussed whether a program called CogMed is or is not effective in promoting WM functioning. Students evaluated the usefulness of the articles for understanding the issue and justified their decisions. Students believing that WM is malleable evaluated articles questioning CogMed’s effectiveness as less useful, and one recognizing its promise as more useful. They were also less likely to question the quality of methods used in pro-CogMed articles. Students believing that WM is a fixed trait, however, evaluated belief-inconsistent articles more critically as uninteresting, task-irrelevant, having poorer-quality argumentation, and having less trustworthy authors. Limitations and future directions of the current work are discussed.

• 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 Vis sammendrag

  This study investigated the effects of reading texts on paper versus on screen on reading time, text comprehension, and calibration of performance, while controlling for relevant individual difference variables. In a within-subjects design, eighth graders (N = 150) read two informational texts, one printed on a sheet of paper and one on a tablet. Reading time was registered. Text comprehension was assessed with open-ended questions at three levels: main idea, key points, and other relevant information. Calibration of performance was assessed as calibration bias by subtracting participants’ actual comprehension performance from their judgment of comprehension performance. Results of linear mixed models showed that reading medium did not affect reading time, but an interaction effect of medium with gender on reading time emerged. Boys were faster when reading on screen than on paper. Reading medium affected comprehension at the level of the main idea, favoring reading on paper. Moreover, reading medium affected calibration of performance, with larger calibration bias when reading on screen. Further, an interaction of medium with gender on calibration bias showed that boys were less calibrated when reading on screen than when reading on paper. Finally, mediation analyses showed that calibration bias mediated the effects of reading medium on text comprehension at the levels of main idea and key points.

• 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: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-021-10819-2. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Informational video blogs are a popular method of communication among students that may be fruitful educational tools, but their potential benefits and risks remain unclear. Streaming videos created by YouTubers are often consumed for entertainment, which may lead students to develop habits that hinder in-depth information processing. We aimed to test this hypothesis by comparing students’ perceived attention to task, metacognitive calibration of their level of comprehension, and comprehension outcomes between reading text blogs and watching video blogs. We also examined the influence of notetaking. 188 lower secondary students read two text blog entries and watched two video blog entries, and completed a series of tasks. Results showed no statistically significant effect of blog format and notetaking on students’ perceived on-task attention, metacognitive calibration, and comprehension of blog entries. Nevertheless, we found a triple interaction effect of format, notetaking, and students’ reading comprehension on blog entry comprehension. Only students low in reading comprehension benefited from notetaking and only when they read the text blog entries. These results indicate that video blogs can be as suitable for learning as text blogs and that notetaking can help struggling readers overcome their difficulties when learning from text blogs but not from video blogs.

• 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 Vis sammendrag

  This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice task and online research and comprehension (ORC) with a problem-solving task. The analyses were controlled for gender, reading fluency and nonverbal reasoning. To investigate differences in students' performance between the tasks, comprehension skills in the multiple-choice task were also controlled for in the ORC task. Structural equation models showed that teacher-rated attention and EF difficulties were related to students' performance more in the problem-solving task than in the multiple-choice task. After controlling for all the background variables, these difficulties explained 9% of the variance of ORC performance in girls and 4% in boys. These results indicate that for students with attention and EF difficulties the ORC task was more challenging than the reading comprehension task.

• 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 9788202650063. s. 197–210. 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 Vis sammendrag

  Abstract This article reviews how individual differences have been conceptualized and researched within the area of multiple document literacy, in particular the extent to which proposed relationships between individual differences and the multiple document literacy process of sourcing have been supported by the empirical research. The findings showed that although the majority of the individual differences included in theoretical models of multiple document literacy have been researched, the empirical backing of proposed relationships is rather ambiguous. Still, in-depth analyses of the most researched individual differences in relation to sourcing revealed some interesting and interpretable patterns. Further, the review suggested that relationships between individual differences and sourcing may vary not only with the way sourcing is measured but also with the domain or topic addressed in the reading materials. We discuss the current status of research on individual differences in the context of multiple document literacy with a focus on sourcing and suggest potential avenues for further clarifications.

• 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 Vis sammendrag

  This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are combined with other measures of cognitive load, and how results from subjective measures have been related to learning and achievement. The findings show that most of the reviewed studies did not include any clear conceptualization or measurement of working memory, used only general subjective measures containing one or very few items, and did not report findings consistent with the hypothesized relationship between cognitive load and multimedia learning. The findings are discussed in relation to the broader goal of improving research on cognitive load in the context of multimedia learning.

• 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 Vis sammendrag

  The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research.

• 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 (FLR). 7(3), s. 1–26. doi: 10.14786/flr.v7i3.451. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants’ processing of the materials varied with respect to their initial exploration of the web pages, their overall processing time, and the linearity of their processing patterns, with post-learning interviews indicating the deliberate, strategic considerations underlying each participant’s processing pattern. Eye movement data in terms of fixation duration and percentage of regressions also corroborated the findings of formal, diagnostic assessments. Finally, it was found that participants differed with respect to how much factual information they learned from working with the materials and how well they were able to integrate information across the web pages and representations, with results suggesting particular problems with learning factual information and, at the same time, constructing a coherent mental representation of the issue, as well as with drawing on textual information in the integration process. This study brings together two research areas that essentially have been kept apart in theory and research, that is, dyslexia and multimedia learning, and it provides unique information about the role of individual differences in multiple source multimedia contexts.

• 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 Vis sammendrag

  Learning from different representations, such as text and pictures, is supposed to be more effective than learning from text alone. However, there is very limited research on potential differences between students with and without dyslexia with respect to learning from different representations. This study compared students with and without dyslexia working with multiple information sources on a socio-scientific issue in a digital environment. Participants were 44 Norwegian tenth-graders, of whom 22 were diagnosed with dyslexia. All participants were presented with a researcher generated Internet site containing three different web pages, each including a video, a text, and a picture, on which conflicting perspectives on the controversial issue of sun exposure and health were discussed. In a first session, participants’ topic knowledge, word recognition, and working memory were measured. In a second session, participants studied the three web pages to prepare an oral presentation on the issue, before they again completed the topic knowledge measure and responded to two integrative questions that assessed their integration of information across web pages and representations. No reliable differences were found between the two groups with regard to pre-reading topic knowledge, post-reading topic knowledge, or knowledge gain. However, participants without dyslexia clearly outperformed participants with dyslexia on multiple source integration and were much more likely to draw on textual sources when trying to integrate information across different web pages and representations. Results also suggested that observed differences with respect to multiple source integration were largely due to working memory differences between the two groups of students.

• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9783319173016. s. 33–45. doi: 10.1007/978-3-319-17302-3_3. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 28(3), s. 879–902. doi: 10.1007/s10212-012-0145-2. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9789462094628. s. 39–51. doi: 10.1007/978-94-6209-464-2_4. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9788251928700. s. 193–212. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9788202261757. s. 221–251. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Brante, Eva Wennås & Anmarkrud, Øistein (2021). Gode digitale lesestrategier. Cappelen Damm Akademisk. ISBN 9788202657925. 80 s. Fulltekst i vitenarkiv
• Anmarkrud, Øistein & Refsahl, Vigdis (2019). Gode lesestrategier. Cappelen Damm Akademisk. ISBN 9788202596804. 88 s. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2011). Lærere med særlige forudsætninger for at undervise i læsing. Landsforeningen af læsepedagoger. ISBN 9788774730422. Fulltekst i vitenarkiv
• Anmarkrud, Øistein & Refsahl, Vigdis (2010). Gode lesestrategier - på mellomtrinnet. Cappelen Damm Akademisk. ISBN 9788202318192. 80 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Anmarkrud, Øistein (2026). FOX NEWS: Is your smartphone making your kid dumber? What a new study found. [Journal]. FOX NEWS. doi: https:/www.livenowfox.com/news/your-smartphone-use-making-kid-dumber-study. Fulltekst i vitenarkiv Vis sammendrag

  A new study of nearly 750 Norwegian children found that higher smartphone use by a child’s primary parent was associated with slower growth in receptive vocabulary, while owning a digital device at ages 4 to 5 was associated with lower language scores at the start of the study.

• Anmarkrud, Øistein (2026). Foreldrenes skjermbruk bremser barnas ordlæring. [Journal]. Morgenbladet. Fulltekst i vitenarkiv Vis sammendrag

  Ny norsk studie: For hver ekstra time foreldre bruker smarttelefonen sin daglig, vokser barnets årlige ordforråd 3,6 prosent saktere, finner forskere ved fire norske universiteter.

• Wang, Lei; Yang, Junyi; Scherer, Ronny; Melby-Lervåg, Monica & Anmarkrud, Øistein (2026). The Relationship Between Screen Use and Language and Literacy Skills in Childhood: The Roles of Family SES and Children's Prior Ability. doi: https:/www.triplesr.org/sites/default/files/2026-07/detailed_programme%20July%2015%202026.pdf. Fulltekst i vitenarkiv
• Wandem, Fredrik Solli; Anmarkrud, Øistein & Spurkland, Simen (2026). Skjermbruk i skolen: – Mye av kritikken handler egentlig om privat bruk. Forskning.no. ISSN 1891-635X. doi: https:/www.forskning.no/barn-og-ungdom-digitalisering-partner/skjermbruk-i-skolen-mye-av-kritikken-handler-egentlig-om-privat-bruk/2625895. Fulltekst i vitenarkiv Vis sammendrag

  Skjermen er verken en løsning eller et problem i seg selv. Det avgjørende er hvordan den brukes, og hvorfor, mener professor og lærer.

• Wandem, Fredrik Solli; Anmarkrud, Øistein & Spurkland, Simen (2026). Podkast: 7 påstander om skjerm i skolen. doi: https:/www.uv.uio.no/spedaims/aktuelt/podkast/det-virker/podkast-7-pastander-om-skjerm-i-skolen.html. Fulltekst i vitenarkiv Vis sammendrag

  Skjerm i skolen skaper debatt. Noen mener den svekker konsentrasjon og lesing. Andre sier den er helt nødvendig for læring, inkludering og digitale ferdigheter. Men hva sier forskningen? Og hva sier lærere som faktisk står i klasserommet?

• Yang, Junyi; Melby-Lervåg, Monica & Anmarkrud, Øistein (2025). Dialing in: how mothers' phone use relates to child language development. Fulltekst i vitenarkiv
• Jørstad, Oscar Skovdahl; Gonzalez, Ladislao Salmeron & Anmarkrud, Øistein (2024). When Struggling Readers Meet the Screen: A Reanalysis of ePIRLS 2016 Data. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Blikstad-Balas, Marte; Anmarkrud, Øistein; Frønes, Tove Stjern; Roe, Astrid; Støle, Hildegunn & Mangen, Anne (2023). «For lettvint av Søby». Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica & Anmarkrud, Øistein (2023). Ny opplæringslov kan svekke rettighetene til barn med lærevansker. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• Wandem, Fredrik Solli; Anmarkrud, Øistein & Furnes, Bjarte Reidar (2022). Podkast: Hva betyr det egentlig at noe er forskningsbasert? [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv 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.

• Anmarkrud, Øistein & Andresen, Anette (2021). Elever med dysleksi kan slite mer når læreboka blir erstattet med nettet. https://forskning.no/. Fulltekst i vitenarkiv
• Anmarkrud, Øistein & Brandmo, Christian (2021). Engasjerende leseundervisning. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. s. 227–240. 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 DOCUMENT CONTEXT. Fulltekst i vitenarkiv
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students. Fulltekst i vitenarkiv
• Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading. Fulltekst i vitenarkiv
• Andresen, Anette; Anmarkrud, Øistein & Bråten, Ivar (2017). Investigating multiple source use among students with and without dyslexia. Fulltekst i vitenarkiv
• Ness, Cathrine; Anmarkrud, Øistein & Bråten, Ivar (2016). Explicit voice and better text coherence increase comprehension of history textbooks. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Incremental theories of intelligence predict multiple document comprehension. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar; Brandmo, Christian; Strømsø, Helge Ivar & Ferguson, Leila Eve (2013). Relationships among individual differences, processing, and performance in multiple-text comprehension. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; McCrudden, Matthew; Bråten, Ivar & Strømsø, Helge Ivar (2013). Task-oriented reading of multiple documents: Online comprehension processes and offline products. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge & Anmarkrud, Øistein (2012). Adolescent profiles of knowledge and epistemic beliefs in the context of reading multiple texts. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2012). Signaling text relevance in multiple-text reading: A think-aloud study. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2011). Multiple-Documents Comprehension Strategies, Document Trustworthiness and Argumentation in Essays. Fulltekst i vitenarkiv
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2011). Epistemic Cognition and Multiple-Documents Literacy: An Intervention Study. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Strømsø, Helge Ivar (2011). Constructively responsive comprehension strategies in multiple-text reading: A think-aloud study. Fulltekst i vitenarkiv
• Anmarkrud, Øistein & Bråten, Ivar (2010). Does amount of naturally occurring comprehension strategy instruction make a difference when students read expository text? Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2007). Lesing som grunnleggende ferdighet: Hva lærere vet om leseforståelse og hva de gjør i klasserommet. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2007). Arbeid med sakprosa i klasserommet. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2007). Comprehension instruction and development of reading motivation in four Norwegian 9th grade language art classrooms. Fulltekst i vitenarkiv
• Anmarkrud, Øistein; Bråten, Ivar & Samuelstuen, Marit S. (2007). Motivation for reading comprehension. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2006). Arbeid med tekstforståelse i ungdomsskolen. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2006). Arbeid med leseforståelse i ungdomsskolen. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2006). Teachers' conception of text comprehension. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv

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