- bjarte.furnes@uib.no
- Phone number
- +47 55586874
- Visitor address
-
Christies gate 12
5015 Bergen - Room: rom 472, tlf 55586874
- Postal address
-
P.O. Box 7807NO-5020 BergenNorway
Research groups
Publications
Academic book chapter
- Bjarte Reidar Furnes; Elisabeth Norman; Ove Skarpenes (2022). "Mer enn bare fine ord?" Pedagogen, psykologen og sosiologen drøfter moteord i skolen.. (external link)
- Hilde Christine Hofslundsengen; Hanne Næss Hjetland; Bjarte Reidar Furnes et al. (2022). Tiltak for barn og unge med eller i risiko for skrivevansker - en systematisk litteraturgjennomgang. (external link)
- Elisabeth Hesjedal; Lise Øen Jones; Bjarte Furnes (2020). Individuelle opplæringsplaner i skolen. (external link)
- Bjarte Reidar Furnes; Elisabeth Norman (2013). Læringsstrategier og metakognisjon. (external link)
- Bjarte Reidar Furnes; Elisabeth Norman (2016). Digital lesing - hva vet vi?. (external link)
- Bjarte Reidar Furnes; Elisabeth Norman (2020). Læringsstrategier og metakognisjon. (external link)
- Bjarte Reidar Furnes; Elisabeth Hesjedal; Lise Øen Jones (2020). Spesialpedagogikk og spesialundervisning - noen sentrale momenter. (external link)
- Bjarte Reidar Furnes (2014). Barns språkutvikling som grunnlag for tidlig lese- og skriveinnlæring. (external link)
- Bjarte Reidar Furnes; Trude Nergård-Nilssen (2022). Risiko for svake skriveferdigheter i tidlig skolealder: En retrospektiv studie. (external link)
- Bjarte Furnes; Hilde Christine Hofslundsengen; Margaret Klepstad Færevaag (2020). Svake skriftspråkferdigheter i barnehagealder kan gi økt risiko for lesevansker i skolen. (external link)
- Bjarte Reidar Furnes; Malin Dalby Silkstone; Frøydis Morken (2023). Forskning på dysleksi - historiske utviklingslinjer. (external link)
- Bjarte Reidar Furnes (2018). Barns skriftkunnskap og språkutvikling i barnehagen som grunnlag for tidlig lese- og skriveinnlæring i skolen. (external link)
Non-fiction book chapter
Conference lecture
- Bjarte Reidar Furnes (2011). Spesifikke lese- og skrivevansker (dysleksi) i ulike alfabetiske skriftspråk. (external link)
- Bjarte Reidar Furnes (2014). Preschool cognitive and language skills predicting Grade 2 and Grade 9 reading and spelling. (external link)
- Bjarte Reidar Furnes; Elisabeth Norman (2012). The relationship between reading skills and three facets of metacognition. (external link)
- Trude Nergård-Nilssen; Line Walquist-Sørli; Oddgeir Friborg et al. (2025). Evaluating the UiT-ReadWell programme's impact on reading disorders in young Norwegian students. (external link)
- Elisabeth Norman; Bjarte Reidar Furnes (2012). Learning in the digital age: Comparing metacognitive accuracy for text material presented on paper, computer screens or electronic reading devices. (external link)
- Bjarte Reidar Furnes; Kristin Sunde (2017). Stasjonsundervisning – bruk, aktiviteter og tilpasning i et utvalg norske klasserom. (external link)
- Bjarte Reidar Furnes (2008). Risk-factors for becoming reading and spelling disabled: A cross-linguistic comparison. (external link)
- Bjarte Reidar Furnes (2007). Language skills predicting early reading and spelling acquisition when comparing regular and irregular orthographies. (external link)
- Stefan Samuelsson; Bjarte Furnes (2008). Preschool cognitive and language skills predicting early reading and spelling development: A cross-linguistic comparison. (external link)
- Bjarte Reidar Furnes; Åsa Elwér; Stefan Samuelsson et al. (2023). The stability and developmental interplay of word reading and spelling: A cross-linguistic longitudinal study following U.S. and Swedish children from kindergarten to grade 4. (external link)
- Trude Nergård Nilssen; Bjarte Reidar Furnes; Oddgeir Friborg et al. (2024). Improving reading comprehension through language comprehension and early word reading: A multi-site randomized trial. (external link)
- Bjarte Reidar Furnes (2022). Stabilitet og sammenheng mellom lesing og skriving på tvers av ulike alfabetiske skriftspråk: En longitudinell studie fra førskolealder til 4. trinn. (external link)
- Bjarte Reidar Furnes (2015). Predicting decoding and reading comprehension in a short- and long-term perspective. (external link)
- Bjarte Reidar Furnes (2013). Investigating the Double-Deficit Hypothesis across Different Alphabetic Writing Systems: A longitudinal Study from Preschool to Grade 2. (external link)
- Bjarte Reidar Furnes (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. (external link)
- Trude Nergård-Nilssen; Bjarte Reidar Furnes; Oddgeir Friborg et al. (2024). Improving Reading Comprehension through Language Comprehension and Early Word Reading: A Multi-Site Randomized Trial. (external link)
- Bjarte Reidar Furnes; Åsa Elwér; Stefan Samuelsson et al. (2019). Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2. (external link)
Academic article
- Elisabeth Norman; Bjarte Reidar Furnes (2016). The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?. (external link)
- Kristin Sunde; Bjarte Reidar Furnes; Kjersti Lundetræ (2019). Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School?. (external link)
- Elisabeth Norman; Bjarte Reidar Furnes (2014). The concept of "metaemotion": What is there to learn from research on metacognition?. (external link)
- Bjarte Reidar Furnes (2018). Tidlig leseutvikling på tvers av ulike alfabetiske skriftspråk – betydningen av forskjeller i ortografisk dybde. (external link)
- Bjarte Reidar Furnes; Åsa Elwér; Stefan Samuelsson et al. (2019). Investigating the double-deficit hypothesis in more and less transparent orthographies: A longitudinal study from preschool to grade 2. (external link)
- Bjarte Reidar Furnes; Stefan Samuelsson (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. (external link)
- Rebecca Treiman; Jacqueline Hulslander; Richard K. Olson et al. (2023). Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children. (external link)
- Bjarte Reidar Furnes; Stefan Samuelsson (2009). Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison. (external link)
- Kari-Anne Bottegård Næss; Silje Hokstad; Bjarte Reidar Furnes et al. (2024). Inclusive Education for Students With Special Education Needs in Norway. (external link)
- Kristine Ludvigsen; Rune Johan Krumsvik; Bjarte Reidar Furnes (2015). Creating formative feedback spaces in large lectures. (external link)
- Bjarte Reidar Furnes; Åsa Elwér (2025). Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies. (external link)
- Bjarte Reidar Furnes; Stefan Samuelsson (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. (external link)
- Line Walquist Sørli; Ømur Caglar-Ryeng; Bjarte Reidar Furnes et al. (2024). Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis. (external link)
- Bjarte Reidar Furnes; Åsa Elwér; Stefan Samuelsson et al. (2023). The stability and developmental interplay of word reading and spelling: a cross-linguistic longitudinal study from kindergarten to grade 4. (external link)
- Bjarte Reidar Furnes; Elisabeth Norman (2015). Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. (external link)
Doctoral thesis (PhD)
Conference poster
- Line Walquist Sørli; Trude Nergård Nilssen; Ømur Caglar-Ryeng et al. (2023). Are speech sound difficulties a marker of difficulties in language skills? A systematic review and meta-analysis. (external link)
- Kristin Sunde; Bjarte Reidar Furnes; Kjersti Lundetræ (2018). Introducing the letters in a faster pace - does it contribute to the development of children's literacy skills in grade 1?. (external link)
- Stefan Samuelsson; Bjarte Furnes (2008). Predicting Reading Difficulties in Transparent and Opaque Orthographies: A Comparison Between Scandinavian and U.S./Australian Children. (external link)
- Line Walquist Sørli; Trude Nergård Nilssen; Bjarte Reidar Furnes et al. (2024). Are speech sound difficulties risk factors for difficulties in language and reading skills? A systematic review and meta-analysis. (external link)
Lecture
- Bjarte Reidar Furnes; Elisabeth Hesjedal (2022). Nasjonalt forskningssenter for spesialpedagogikk og inkluderende praksis. (external link)
- Bjarte Reidar Furnes (2017). Storskala- og effektstudier innenfor utdanningsforskning. (external link)
- Bjarte Furnes (2021). Nasjonalt forskningssenter for spesialpedagogikk og inkluderende praksis. (external link)
- Bjarte Reidar Furnes (2015). Digital lesing - hva vet vi?. (external link)
- Bjarte Reidar Furnes (2019). Tidlig innsats rettet mot barn og unge som er i risikosonen for å utvikle lese- og skrivevansker. Hva virker?. (external link)
- Bjarte Reidar Furnes (2023). Risiko for lese- og skrivevansker – hva viser forskningen og hva bør vi gjøre?. (external link)
- Bjarte Reidar Furnes (2015). Digital lesing - hva vet vi?. (external link)
- Elisabeth Norman; Bjarte Reidar Furnes (2011). "Jeg må bare printe det ut først!" Følelser for læring når tekst presenteres på skjerm eller papir. (external link)
- Bjarte Reidar Furnes (2023). Barn og unge i risiko for å utvikle lese- og skrivevansker – hva er hensiktsmessige tiltak?. (external link)
Letter to the editor
Radio or TV participation
Media interview
- Dag Eivind Undheim Larsen; Bjarte Reidar Furnes (2016). Når elever blir pedagoger. (external link)
- Marie Wilberg; Bjarte Reidar Furnes (2023). Daniel har dysleksi: – Ein lærar kalla meg dum framfor heile klassa. (external link)
- Bjarte Furnes (2007). Arv betyr mest for lesing og skriving. (external link)
- Bjarte Reidar Furnes; Thomas Espevik; Torbjørn Tumyr Nilsen (2019). Lytte er det nye lese. (external link)
- Fredrik Solli Wandem; Elisabeth Hesjedal; Bjarte Reidar Furnes (2023). Norske forskere med ny antologi: — For å sikre spesialpedagogikkens fremtid, er det nødvendig å bevare historien. (external link)