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Oddny Judith Solheim
Oddny Judith Solheim
Professor in Special Needs Education, University of Stavanger
Verified email at uis.no
Title
Cited by
Cited by
Year
The impact of reading self-efficacy and task value on reading comprehension scores in different item formats
OJ Solheim
Reading Psychology 32 (1), 1-27, 2011
2482011
Literacy interest and reader self-concept when formal reading instruction begins
BR Walgermo, JC Frijters, OJ Solheim
Early Childhood Research Quarterly 44, 90-100, 2018
1012018
Critically reviewing GraphoGame across the world: Recommendations and cautions for research and implementation of computer‐assisted instruction for word‐reading acquisition
EM McTigue, OJ Solheim, WK Zimmer, PH Uppstad
Reading Research Quarterly 55 (1), 45-73, 2020
922020
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
BR Walgermo, N Foldnes, PH Uppstad, OJ Solheim
Reading and writing 31, 1379-1399, 2018
882018
Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults?–A study based on Nordic …
OJ Solheim, K Lundetræ
Assessment in Education: Principles, Policy & Practice 25 (1), 107-126, 2018
862018
Effectiveness of an early reading intervention in a semi-transparent orthography: A group randomised controlled trial
OJ Solheim, JC Frijters, K Lundetræ, PH Uppstad
Learning and instruction 58, 65-79, 2018
842018
Study protocol:“Two Teachers”: A randomized controlled trial investigating individual and complementary effects of teacher-student ratio in literacy instruction and …
OJ Solheim, M Rege, E McTigue
International Journal of Educational Research 86, 122-130, 2017
512017
Exploring associations between supervisory support, teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio
MT Jensen, OJ Solheim
Educational Psychology 40 (3), 367-388, 2020
442020
Beyond class size reduction: Towards more flexible ways of implementing a reduced pupil–teacher ratio
OJ Solheim, V Opheim
International Journal of Educational Research 96, 146-153, 2019
442019
Eye-tracking as a tool in process-oriented reading test validation
OJ Solheim, PH Uppstad
IEJEE, 2011
382011
Protocol:’On Track’, a group-randomized controlled trial of an early reading intervention
K Lundetræ, OJ Solheim, K Schwippert, PH Uppstad
International Journal of Educational Research 86, 87-95, 2017
352017
How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation
EM McTigue, OJ Solheim, B Walgermo, J Frijters, N Foldnes
Early Childhood Research Quarterly 48, 122-133, 2019
332019
Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement
MT Jensen, OJ Solheim, EMC Idsøe
Social Psychology of Education 22, 247-266, 2019
332019
Engasjement som faktor i leseopplæringen. I A. Skaftun, OJ Solheim & PH Uppstad (red.)
OJ Solheim
Leseboka: leseopplæring i alle fag på ungdomstrinnet, 71-93, 2014
312014
Randomised controlled trials in Scandinavian educational research
M Pontoppidan, M Keilow, J Dietrichson, OJ Solheim, V Opheim, ...
Educational Research 60 (3), 311-335, 2018
272018
Leseboka: leseopplæring i alle fag på ungdomstrinnet
A Skaftun, PH Uppstad, OJ Solheim
Cappelen Damm Akademisk, 2014
272014
Teacher relationship skills and student learning
MWP Thijssen, M Rege, OJ Solheim
Economics of Education Review 89, 102251, 2022
252022
Code and comprehension in written language: Considering limitations to the simple view of reading
PH Uppstad, OJ Solheim
IAIMTE, 2011
222011
Aspects of fluency in writing
PH Uppstad, OJ Solheim
Journal of psycholinguistic research 36, 79-87, 2007
202007
Gender differences in early literacy: Boys’ response to formal instruction.
EM McTigue, K Schwippert, PH Uppstad, K Lundetræ, OJ Solheim
Journal of Educational Psychology 113 (4), 690, 2021
192021
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