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University of Bergen
Bjarte Furnes's picture

Bjarte Furnes

Associate Professor
Department of Biological and Medical Psychology Faculty of Psychology
  • E-mailBjarte.Furnes@uib.no
  • Phone+47 55 58 68 74
  • Visitor Address
    Jonas Lies vei 91
    Room 
    rom 472, tlf 55586874
  • Postal Address
    Postboks 7807
    5020 BERGEN
Academic article
  • 2019. Investigating the double-deficit hypothesis in more and less transparent orthographies: A longitudinal study from preschool to grade 2. Scientific Studies of Reading. 1-17.
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  • 2019. Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School? Scientific Studies of Reading.
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  • 2018. Tidlig leseutvikling på tvers av ulike alfabetiske skriftspråk – betydningen av forskjeller i ortografisk dybde. Psyke & Logos. 10-26.
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  • 2016. The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media? Computers in Human Behavior. 301-309.
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  • 2015. Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. Dyslexia. 273-284.
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  • 2015. Creating formative feedback spaces in large lectures. Computers & Education. 48-63.
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  • 2014. The concept of "metaemotion": What is there to learn from research on metacognition? Emotion Review. 187-193.
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  • 2011. Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences. 85-95.
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  • 2010. Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia. 119-142.
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  • 2009. Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison. Journal of Research in Reading. 275-292.
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Lecture
  • 2019. Tidlig innsats rettet mot barn og unge som er i risikosonen for å utvikle lese- og skrivevansker. Hva virker? .
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  • 2017. Storskala- og effektstudier innenfor utdanningsforskning.
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  • 2015. Digital lesing - hva vet vi?
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Popular scientific lecture
  • 2015. Digital lesing - hva vet vi?
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  • 2011. "Jeg må bare printe det ut først!" Følelser for læring når tekst presenteres på skjerm eller papir.
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Academic lecture
  • 2019. Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2.
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  • 2019. En direkte sammenligning av dobbeltsvikt-hypotesen i regulære og ikke-regulære skriftspråk: En longitudinell studie av svenske, norske, amerikanske og australske barn som er fulgt fra 5-års alder til og med 3. trinn .
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  • 2017. Stasjonsundervisning – bruk, aktiviteter og tilpasning i et utvalg norske klasserom.
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  • 2015. Predicting decoding and reading comprehension in a short- and long-term perspective.
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  • 2014. Preschool cognitive and language skills predicting Grade 2 and Grade 9 reading and spelling.
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  • 2013. Investigating the Double-Deficit Hypothesis across Different Alphabetic Writing Systems: A longitudinal Study from Preschool to Grade 2.
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  • 2012. The relationship between reading skills and three facets of metacognition.
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  • 2012. Learning in the digital age: Comparing metacognitive accuracy for text material presented on paper, computer screens or electronic reading devices.
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  • 2011. Spesifikke lese- og skrivevansker (dysleksi) i ulike alfabetiske skriftsystem.
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  • 2008. Risk-factors for becoming reading and spelling disabled: A cross-linguistic comparison.
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  • 2008. Preschool cognitive and language skills predicting early reading and spelling development: A cross-linguistic comparison.
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  • 2007. Language skills predicting early reading and spelling acquisition when comparing regular and irregular orthographies.
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Masters thesis
  • 2005. PREDIKSJON AV TIDLIGE LESE- OG STAVEFERDIGHETER: En kvantitativ studie av hvordan skriftspråkstimulerende faktorer i hjemmemiljøet og barnets språklige ferdigheter ved 5-års alder predikerer barnets lese- og staveferdigheter i 1. og 2. klasse.
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Feature article
  • 2016. Akutt behov for spesialpedagogisk kompetanse. Dag og Tid. 35-35.
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Doctoral dissertation
  • 2010. Prediction of early development in reading and spelling: A cross-linguistic comparison.
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Interview
  • 2019. Lytte er det nye lese.
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  • 2016. Når elever blir pedagoger.
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  • 2007. Arv betyr mest for lesing og skriving.
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Academic chapter/article/Conference paper
  • 2018. Barns skriftkunnskap og språkutvikling i barnehagen som grunnlag for tidlig lese- og skriveinnlæring i skolen.
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  • 2016. Digital lesing - hva vet vi? 20 pages.
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  • 2014. Barns språkutvikling som grunnlag for tidlig lese- og skriveinnlæring. 16 pages.
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  • 2013. Læringsstrategier og metakognisjon. 27 pages.
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Poster
  • 2018. Introducing the letters in a faster pace - does it contribute to the development of children's literacy skills in grade 1? .
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  • 2008. Predicting Reading Difficulties in Transparent and Opaque Orthographies: A Comparison Between Scandinavian and U.S./Australian Children.
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More information in national current research information system (CRIStin)