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Publications
  • Vitenskapelige publikasjoner
    • Guo, Daibao; McTigue, Erin ; Matthews, Sharon D.; Zimmer, Wendi

      (2020)

      The impact of visual displays on learning across the disciplines: A systematic review

      Educational Psychology Review

      ISSN 1040-726X.

      s.1-30.

      DOI: 10.1007/s10648-020-09523-3

    • McTigue, Erin ; Schwippert, Knut; Uppstad, Per Henning; Lundetræ, Kjersti; Solheim, Oddny Judith

      (2020)

      Gender Differences in Early Literacy: Boys’ Response to Formal Instruction

      Journal of Educational Psychology

      ISSN 0022-0663.

      DOI: 10.1037/edu0000626

    • Håland, Anne; Hoem, Toril Frafjord; McTigue, Erin

      (2020)

      The Quantity and Quality of Teachers’ Self‑perceptions of Read‑Aloud Practices in Norwegian First Grade Classrooms

      Early Childhood Education Journal

      ISSN 1082-3301.

      DOI: 10.1007/s10643-020-01053-5

    • Guo, Daibao; Zhang, Shuai; Wright, Katherine Landau; McTigue, Erin

      (2020)

      Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

      AERA Open

      ISSN 2332-8584.

      Volum 6.

      Hefte 1.

      s.1-20.

      DOI: 10.1177/2332858420901696

    • McTigue, Erin ; Uppstad, Per Henning

      (2019)

      Spelereglar for digitale lesespel

      Norsklæreren

      ISSN 0332-7264.

      Hefte 2.

      s.1-13.

    • McTigue, Erin ; Solheim, Oddny Judith; Zimmer, Wendi K.; Uppstad, Per Henning

      (2019)

      Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

      Reading Research Quarterly

      ISSN 0034-0553.

      DOI: 10.1002/rrq.256

    • Hodges, Tracey S.; Wright, Katherine Landau; McTigue, Erin

      (2019)

      What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

      Research in Middle Level Education Online

      ISSN 1940-4476.

      Volum 42.

      Hefte 2.

      s.1-15.

      DOI: 10.1080/19404476.2019.1565508

    • Hodges, Tracey S.; Wright, Katherine L.; Wind, Stefanie A.; Matthews, Sharon D.; Zimmer, Wendi K.; McTigue, Erin

      (2019)

      Developing and examining validity evidence for the Writing Rubric to Inform Teacher Educators (WRITE)

      Assessing Writing: An International Journal

      ISSN 1075-2935.

      Volum 40.

      s.1-13.

      DOI: 10.1016/j.asw.2019.03.001

    • Wright, Katherine Landau; Hodges, Tracey S.; McTigue, Erin

      (2019)

      A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing

      Assessing Writing: An International Journal

      ISSN 1075-2935.

      Volum 39.

      s.64-78.

      DOI: 10.1016/j.asw.2018.12.004

    • McTigue, Erin ; Solheim, Oddny Judith; Walgermo, Bente R.; Frijters, Jan; Foldnes, Njål

      (2019)

      How can we determine students' motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation study

      Early Childhood Research Quarterly

      ISSN 0885-2006.

      Volum 48.

      s.122-133.

      DOI: 10.1016/j.ecresq.2018.12.013

    • Wright, Katherine Landau; Hodges, Tracey S.; Zimmer, Wendi K.; McTigue, Erin

      (2018)

      Writing-to-Learn in Secondary Science Classes: For Whom Is It Effective?

      Reading & Writing Quarterly

      ISSN 1057-3569.

      DOI: 10.1080/10573569.2018.1541769

    • Guo, Daibao; Wright, Katherine Landau; McTigue, Erin

      (2018)

      A Content Analysis of Visuals in Elementary School Textbooks

      The Elementary school journal

      ISSN 0013-5984.

      Volum 119.

      Hefte 2.

      s.244-269.

      DOI: 10.1086/700266

    • Coleman, Julianne; McTigue, Erin ; Dantzler, John

      (2018)

      What Makes a Diagram Easy or Hard? The Impact of Diagram Design on Fourth-Grade Students’ Comprehension of Science Texts

      The Elementary school journal

      ISSN 0013-5984.

      Volum 119.

      Hefte 1.

      s.122-151.

      DOI: 10.1086/698819

    • McCrudden, Matthew T.; McTigue, Erin

      (2018)

      Implementing Integration in an Explanatory Sequential Mixed Methods Study of Belief Bias About Climate Change With High School Students

      Journal of Mixed Methods Research

      ISSN 1558-6898.

      DOI: 10.1177/1558689818762576

    • Yang, Xinyuan; Li-Jen, Kuo; Ji, Xuejun; McTigue, Erin

      (2018)

      A critical examination of the relationship among research, theory, and practice: Technology and reading instruction

      Computers & Education

      ISSN 0360-1315.

      Volum 125.

      s.62-73.

      DOI: 10.1016/j.compedu.2018.03.009

    • Scott, Chyllis; McTigue, Erin ; Miller, Diane; Washburn, Erin

      (2018)

      The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research

      Teaching and Teacher Education : An International Journal of Research and Studies

      ISSN 0742-051X.

      Volum 73.

      s.1-13.

      DOI: 10.1016/j.tate.2018.03.010

    • Hodges, Tracey; McTigue, Erin ; Wright, Katherine L.; Franks, Amanda; Matthews, Sharon

      (2018)

      Transacting With Characters: Teaching Children Perspective Taking With Authentic Literature

      Journal of Research in Childhood Education

      ISSN 0256-8543.

      Volum 32.

      Hefte 3.

      s.343-362.

      DOI: 10.1080/02568543.2018.1464529

    • Håland, Anne; McTigue, Erin ; Hoem, Toril Frafjord

      (2018)

      Writing in First Grade: The Quantity and Quality of Practices in Norwegian Classrooms

      Early Childhood Education Journal

      ISSN 1082-3301.

      DOI: 10.1007/s10643-018-0908-8

    • McTigue, Erin ; Uppstad, Per Henning

      (2018)

      Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms

      The Reading teacher

      ISSN 0034-0561.

      s.1-9.

      DOI: 10.1002/trtr.1737

    • Solheim, Oddny Judith; Rege, Mari; McTigue, Erin

      (2017)

      Study Protocol: “Two Teachers” A randomized controlled trial investigating individual and complementary effects of teacher-student ratio in literacy instruction and professional development for teachers

      International Journal of Educational Research

      ISSN 0883-0355.

      Volum 86.

      s.122-130.

      DOI: 10.1016/j.ijer.2017.09.002

    • Hodges, Tracey; Feng, Luxi; Kuo, Li-Jen; McTigue, Erin

      (2016)

      Discovering the literacy gap: A systematic review of reading and writing theories in research

      Cogent Education

      ISSN 2331-186X.

      Volum 3.

      Hefte 1.

      DOI: 10.1080/2331186X.2016.1228284

    • Wright, Katherine; Franks, Amanda; Kuo, Li-Jen; McTigue, Erin ; Serrano, Jinnava

      (2016)

      Both theory and practice: Science literacy instruction and theories of reading

      International Journal of Science and Mathematics Education

      ISSN 1571-0068.

      Volum 14.

      Hefte 7.

      s.1275-1292.

      DOI: 10.1007/s10763-015-9661-2

    • Miller, Diane; Scott, Chyllis; McTigue, Erin

      (2016)

      Writing in the Secondary Level Disciplines: A Systematic Review of Context, Cognition & Content

      Educational Psychology Review

      ISSN 1040-726X.

      DOI: 10.1007/s10648-016-9393-z

    • McCrudden, Matthew; Barnes, A.; McTigue, Erin ; Welch, Catherine; MacDonald, E

      (2016)

      The effect of perspective-taking on reasoning about strong and weak belief-relevant arguments

      Thinking and Reasoning

      ISSN 1354-6783.

      DOI: 10.1080/13546783.2016.1234411

  • Bøker og kapitler
  • Formidling
    • Solheim, Oddny Judith; McTigue, Erin ; Lundetræ, Kjersti; Uppstad, Per Henning; Schwippert, Knut

      (2019)

      Hvor tidlig oppstår kjønnsforskjeller i lesing? En studie av hvordan gutter og jenters leseferdighet utvikler seg gjennom de to første årene på skolen

    • Hoem, Toril Frafjord; Håland, Anne; McTigue, Erin

      (2019)

      Hva er kvantiteten og kvaliteten på læreres høytlesingspraksiser på første trinn i Norge?

    • Hoem, Toril Frafjord; Håland, Anne; McTigue, Erin

      (2019)

      Hva er kvantiteten og kvaliteten på læreres høytlesingspraksiser på første trinn i Norge?

    • Hoem, Toril Frafjord; Håland, Anne; McTigue, Erin

      (2019)

      Hva er kvantiteten og kvaliteten på høytlesingspraksiser på første trinn i Norge?

    • McTigue, Erin ; Solheim, Oddny Judith; Walgermo, Bente R.; Foldnes, Njål; Frijters, Jan c

      (2017)

      Measuring multiple dimensions of early literacy motivation through self-report at school entry

  • Kunstnerisk produksjon
  • Kommersialisering
  • Cristin hovedlogo, Cristin current research information system in Norway