Publications
¤ = publications from the PISA+ project http://www.uv.uio.no/ils/forskning/prosjekter/pisa-pluss/
Journal articles
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., Salmerón, 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(3), s 1- 26 . doi: 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
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.