Bente Rigmor Walgermo

1.0k total citations · 1 hit paper
15 papers, 606 citations indexed

About

Bente Rigmor Walgermo is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Bente Rigmor Walgermo has authored 15 papers receiving a total of 606 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 13 papers in Developmental and Educational Psychology and 2 papers in Language and Linguistics. Recurrent topics in Bente Rigmor Walgermo's work include Reading and Literacy Development (9 papers), Educational Strategies and Epistemologies (6 papers) and Writing and Handwriting Education (5 papers). Bente Rigmor Walgermo is often cited by papers focused on Reading and Literacy Development (9 papers), Educational Strategies and Epistemologies (6 papers) and Writing and Handwriting Education (5 papers). Bente Rigmor Walgermo collaborates with scholars based in Norway and Canada. Bente Rigmor Walgermo's co-authors include Kolbjørn Brønnick, Anne Mangen, Oddny Judith Solheim, Jan C. Frijters, Per Henning Uppstad, Njål Foldnes, Erin M. McTigue, Finn Egil Tønnessen and Kjersti Lundetræ and has published in prestigious journals such as SHILAP Revista de lepidopterología, Review of Educational Research and Educational Psychology Review.

In The Last Decade

Bente Rigmor Walgermo

11 papers receiving 535 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Reading linear texts on paper versus computer screen: Effects on reading comprehension

2013 465 citations Anne Mangen, Bente Rigmor Walgermo et al. International Journal of Educational Research profile →

Peers

Bente Rigmor Walgermo

EDUCA

DEP

ISM

ECP

Pablo Delgado Spain

Lauren M. Singer United States

Eunmo Sung South Korea

Mehrak Rahimi Iran

David Coniam Hong Kong

Nicole Shechtman United States

Joerg Zumbach Austria

José Hanham Australia

Domenica De Pasquale Canada

Deborah Healey Australia

Pablo Delgado Spain

Bente Rigmor Walgermo

260 ×1.1

EDUCA

217 ×1.0

257 ×1.4

DEP

125 ×1.4

ISM

93 ×1.0

ECP

Citations per year, relative to Bente Rigmor Walgermo Bente Rigmor Walgermo (= 1×) peers Pablo Delgado

Countries citing papers authored by Bente Rigmor Walgermo

Since Specialization

Citations

This map shows the geographic impact of Bente Rigmor Walgermo's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Bente Rigmor Walgermo with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bente Rigmor Walgermo more than expected).

Fields of papers citing papers by Bente Rigmor Walgermo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Bente Rigmor Walgermo. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Bente Rigmor Walgermo. The network helps show where Bente Rigmor Walgermo may publish in the future.

Co-authorship network of co-authors of Bente Rigmor Walgermo

This figure shows the co-authorship network connecting the top 25 collaborators of Bente Rigmor Walgermo. A scholar is included among the top collaborators of Bente Rigmor Walgermo based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Bente Rigmor Walgermo. Bente Rigmor Walgermo is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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15 of 15 papers shown

Walgermo, Bente Rigmor, et al.. (2025). Feedback Practices on Young Students’ Oral Reading: A Systematic Review. Review of Educational Research. 96(2). 391–434. 1 indexed citations

Walgermo, Bente Rigmor, et al.. (2025). Transforming teacher feedback: A checklist for assessing and supporting reading skills, motivation and student agency in oral reading. Contemporary Educational Psychology. 82. 102377–102377.

Walgermo, Bente Rigmor, et al.. (2024). Teachers’ Feedback on Oral Reading: A Critical Review of its Effects and the use of Theory in Research. Educational Psychology Review. 36(4). 2 indexed citations

Solheim, Oddny Judith, et al.. (2024). Closing the Gap: A Conceptual Replication of an Early Reading Intervention. Journal of Research on Educational Effectiveness. 18(1). 88–110.

Walgermo, Bente Rigmor, et al.. (2024). Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?. Assessing Writing. 60. 100833–100833. 2 indexed citations

Walgermo, Bente Rigmor, et al.. (2024). The ABCs of writing motivation: a systematic review of factors emerging from K–5 students’ self-reports as influencing their motivation to write. Frontiers in Education. 9. 1 indexed citations

Walgermo, Bente Rigmor, et al.. (2023). Skriv til meg – utforsking av lærerstudenters mestringsforventning til egen skriveundervisning i begynneropplæringen. SHILAP Revista de lepidopterología. 9(1). 73–90.

Walgermo, Bente Rigmor, et al.. (2023). Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports. Educational Psychology Review. 35(1). 24–24. 15 indexed citations

Walgermo, Bente Rigmor, et al.. (2023). Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test. SHILAP Revista de lepidopterología. 9(1). 59–72.

10.

Walgermo, Bente Rigmor, Per Henning Uppstad, Kjersti Lundetræ, Finn Egil Tønnessen, & Oddny Judith Solheim. (2021). Screening Tests of Reading: Time for a Rethink. SHILAP Revista de lepidopterología. 15(1). 3 indexed citations

11.

McTigue, Erin M., Oddny Judith Solheim, Bente Rigmor Walgermo, Jan C. Frijters, & Njål Foldnes. (2019). How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation. Early Childhood Research Quarterly. 48. 122–133. 21 indexed citations

12.

Walgermo, Bente Rigmor, Njål Foldnes, Per Henning Uppstad, & Oddny Judith Solheim. (2018). Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing. 31(6). 1379–1399. 43 indexed citations

13.

Walgermo, Bente Rigmor, Per Henning Uppstad, Kjersti Lundetræ, Finn Egil Tønnessen, & Oddny Judith Solheim. (2018). Kartleggingsprøver i lesing - tid for nytenking?. Acta Didactica Norge. 12(4). 7–7. 2 indexed citations

14.

Walgermo, Bente Rigmor, Jan C. Frijters, & Oddny Judith Solheim. (2018). Literacy interest and reader self-concept when formal reading instruction begins. Early Childhood Research Quarterly. 44. 90–100. 51 indexed citations

15.

Mangen, Anne, Bente Rigmor Walgermo, & Kolbjørn Brønnick. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research. 58. 61–68. 465 indexed citations breakdown →

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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