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Monica Melby-Lervåg

Professor/deputy Dean for Research
Image of Monica Melby-Lervåg
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Phone 004722858138
Mobile phone 004792615071
Room 480
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Academic Interests

  • My research is mainly focused on language and reading development in children with dyslexia, specific language difficulties and children with minority language.
  • Area of the particular interest includes educational psychological counseling and evaluation in relation to the aforementioned group, which is reflected in my research work.
  •  I also have a special interest in quantitative methods where meta-analyses and experiments are my main fields.

Teaching

I have been teaching and are teachin on different courses at my depatment, for instance

  • SPED4010 Theory of science, research methods and statistics: Quantitative methods and case study design
  • PED4100 Theory and practice in educational psychological counseling: Reading and reading comprehension
  • SPED3010 Reading development and reading difficulties: Coordinator
  • PhD course in meta-analysis
  • PhD course in research methods and design
  • Diverse teaching related to testing and evaluation

Higher education and employment history

  • I have previously worked as an pedagogical psychological advisor at the pedagogical psychological service center (PPT) and an advisor in special needs education at Torshov competence center. This work included assessment of children with general learning difficulties, specific language impairment, dyslexia and ADHD. In addition, I worked as a counselor for parents and teachers concerning children with the aforementioned challenges and their education.
  • In 2008 I have defended my Doctor's dissertation "Phonological representations, verbal short-term memory and reading skills". This study involves series of training experiments which are aimed to investigate the correlation between phonological awareness, verbal short-term memory and reading skills. Moreover, the study includes meta-analysis where I have investigated how children with dyslexia perform on tests of phonological awareness and verbal short-term memory.
  • In 2009 I started a Postdoctoral project which deals with language and reading skills in minority language speakers. The project is funded by FRISAM.
  • More about my projects and research can be found her i Cristin.

Organizations/Committees

I am currently the deputy dean of reasearch at our faculty

  • Member of the Council for research affairs at the Faculty of Educational Sciences.
  • Governing board member at the Department of special needs education.

Cooperation

Tags: meta-analysis, dyslexia, systematic reviews, language impairment, intervetions, working memory, second language learners

Publications

Melby-Lervåg, M. & Hulme, C. (2010). Serial and Free Recall in children can be improved by training: Evidence for the importance of phonological and semantic representations in immediate memory tasks. Psychological Science, 21(11), 1694- 1700

Melby-Lervåg, M., Lyster, S.A.H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review.  Psychological Bulletin, 138(2), 322-352

Melby-Lervåg, M. & Hulme, C. (2012). Is working memory training effective? A meta-analytic review. Developmental Psychology, doi: 10.1037/a0028228. Free Download

Melby-Lervåg, M., Lervåg, A., et al. & Hulme, C. (2012). Nonword-Repetition Ability Does Not  Appear to Be a Causal Influence on Children’s Vocabulary Development Psychological Science, doi: 10.1177/0956797612443833

Melby-Lervåg, M. & Lervåg A. (2012). Oral Language Skills Moderate Nonword Repetition Skills in  Children with Dyslexia: A Meta-analysis of the role of Nonword Repetition Skills in Dyslexia. Scientific Studies of Reading, 16(1),  1-34. Free download

Melby-Lervåg, M. & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding,  phonological awareness and reading comprehension.  Journal of Research in Reading, 1, 114-   135. Free download

Melby-Lervåg, M. & Lervåg, A. (2013). Reading comprehension and its underlying   components in second language learners: A Meta-analysis of Studies Comparing First and  Second Language Learners.  Psychological Bulletin, online first Free downlaod

Melby-Lervåg, Monica (2011). Effekten av språkstimulering i førskolelader [i.e. førskolealder] på senere leseforståelse : hva kan forskning fortelle oss?. Spesialpedagogikk.  ISSN 0332-8457.  76(2), s 41- 51 Free download

Lervåg, Arne Ola & Melby-Lervåg, Monica (2009). Muntlig språk, ordavkoding og leseforståelse hos tospråklige: En sammenfatning av empiriske studier. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(4), s 264- 279 . Free Download

Hulme, C. & Melby-Lervåg, M., & (2012). Current Evidence Does not Support the Claims  made for CogMed Working Memory Training. Journal of Applied Research in Memory and Cognition. Online first.

Melby-Lervåg, M. & Lervåg, A. (2014). Effects from educational interventions on reading comprehension and its  underlying components.  Child Development Perspectives, Article first published online: 3 MAY 2014 DOI: 10.1111/cdep.12068

 

  • Klem, Marianne; Melby-Lervåg, Monica; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Gustafsson, Jan-Eric & Hulme, Charles (2014). Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science.  ISSN 1363-755X. . doi: 10.1111/desc.12202
  • Lervåg, Arne & Melby-Lervåg, Monica (2014). Utvikling av språk og leseferdigheter hos minoritetsspråklige, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  25.  s 437 - 453
  • Melby-Lervåg, Monica & Lervåg, Arne (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives.  ISSN 1750-8592.  8(2), s 96- 100 . doi: 10.1111/cdep.12068
  • Melby-Lervåg, Monica & Lervåg, Arne (2014). Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners. Psychological bulletin.  ISSN 0033-2909.  140(2), s 409- 433 . doi: 10.1037/a0033890
  • Melby-Lervåg, Monica & Lervåg, Arne (2014). Språklig utvikling hos barn fra null til fem år. I Utvikling, lek og læring i barnehagen: – forskning og praksis, I: Vibeke Glaser; Ingunn Størksen & May Britt Drugli (red.),  Utvikling, lek og læring i barnehagen. Forskning og praksis.  Fagbokforlaget.  ISBN 9788232101603.  8.
  • Melby-Lervåg, Monica (2013). Preventing Literacy Failure in Children at Risk: Effects from a Preschool Intervention on Language and Literacy. A Comparative Study of Effects from an Oral Language Intervention on Native Norwegian Speaking Children and Bilingual Minority Children, In Berit Helene Johnsen (ed.),  Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans.  Cappelen Damm Akademisk.  ISBN 978-82-7634-977-1.  Kapittel 10.  s 172 - 186
  • Melby-Lervåg, Monica & Hulme, Charles (2013). Is Working Memory Training Effective? A Meta-Analytic Review.. Developmental Psychology.  ISSN 0012-1649.  49(2), s 270- 291 . doi: 10.1037/a0028228
  • Melby-Lervåg, Monica (2012). Arv, miljø og dysleksi : metoder, hovedfunn og implikasjoner for praksis. Spesialpedagogikk.  ISSN 0332-8457.  77(2), s 43- 55
  • Melby-Lervåg, Monica (2012). The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness, and Verbal Short-Term Memory in Reading Skills: A Review. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  56(1), s 101- 118 . doi: 10.1080/00313831.2011.621215
  • Melby-Lervåg, Monica & Lervåg, Arne Ola (2012). Oral language skills moderate nonword repetition skills in children with dyslexia: A meta-analysis of the role of nonword repetition skills in dyslexia. Scientific Studies of Reading.  ISSN 1088-8438.  16(1), s 1- 34 . doi: 10.1080/10888438.2010.537715
  • Melby-Lervåg, Monica; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Klem, Marianne; Hagtvet, Bente Eriksen & Hulme, Charles (2012). Nonword repetition ability does not appear to be a causal influence on children’s vocabulary development. Psychological Science.  ISSN 0956-7976.  23(10), s 1069- 1098 . doi: 10.1177/0956797612443833
  • Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas & Hulme, Charles (2012). Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological bulletin.  ISSN 0033-2909.  138(2), s 322- 352 . doi: 10.1037/a0026744
  • Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Melby-Lervåg, Monica; Næss, Kari-Anne Bottegaard; Hjetland, Hanne Næss; Engevik, Liv Inger; Hølland, Silje; Karlsen, Jannicke; Klem, Marianne & Kruse, Jana (2011). Ordforråd i førskolealder og senere leseferdigheter - En metaanalytisk tilnærming.. Spesialpedagogikk.  ISSN 0332-8457.  (1)
  • Melby-Lervåg, Monica (2011). Effekten av språkstimulering i førskolelader [i.e. førskolealder] på senere leseforståelse : hva kan forskning fortelle oss?. Spesialpedagogikk.  ISSN 0332-8457.  76(2), s 41- 51
  • Melby-Lervåg, Monica (2011). The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness and Verbal Short-Term Memory in Reading Skills: A Review. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  56(4), s 363- 380 . doi: 10.1080/00313831.2011.594611
  • Melby-Lervåg, Monica & Lervåg, Arne Ola (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness, and reading comprehension: A meta-analysis of the correlational evidence. Journal of research in reading (Print).  ISSN 0141-0423.  34(1), s 114- 135 . doi: 10.1111/j.1467-9817.2010.01477.x
  • Melby-Lervåg, Monica & Lervåg, Arne Ola (2011). Hvilken betydning har morsmålsferdigheter for utviklingen av leseforståelse og dets underliggende komponenter på andrespråket?. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  95(5), s 330- 341
  • Næss, Kari-Anne Bottegaard; Lyster, Solveig-Alma Halaas; Hulme, Charles & Melby-Lervåg, Monica (2011). Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review. Journal of Research in Developmental Disabilities.  ISSN 0891-4222.  32(6), s 2225- 2234 . doi: 10.1016/j.ridd.2011.05.014
  • Næss, Kari-Anne Bottegaard; Melby-Lervåg, Monica; Hulme, Charles & Lyster, Solveig-Alma Halaas (2011). Reading skills in children with Down syndrome: A meta-analytic review. Journal of Research in Developmental Disabilities.  ISSN 0891-4222.  33((2012)), s 737- 747 . doi: doi:10.1016/j.ridd.2011.09.019
  • Melby-Lervåg, Monica (2010). Kan arbeidsminnetrening hjelpe barn med språkrelaterte vansker? : en vurdering av teoretisk og empirisk grunnlag for arbeidsminnetrening. Norsk tidsskrift for logopedi.  ISSN 0332-7256.  56(4), s 24- 32
  • Melby-Lervåg, Monica (2010). Kognitive markører for dysleksi og spesifikke språkvansker : utredning av dysleksi og spesifikke språkvansker: hvilke oppgaver er egnet som mulige kognitive markører?. Skolepsykologi.  ISSN 0333-0389.  45(6), s 37- 56
  • Melby-Lervåg, Monica (2010). Nonordrepetisjon og setningsminne hos barn med spesifikke språkvansker: Hva karakteriserer deres ferdigheter og hvordan kan dette tolkes?. Norsk tidsskrift for logopedi.  ISSN 0332-7256.  56(1), s 5- 12
  • Melby-Lervåg, Monica & Hulme, Charles (2010). Serial and Free Recall in children can be improved by training: Evidence for the importance of phonological and semantic representations in immediate memory tasks.. Psychological Science.  ISSN 0956-7976.  21(11), s 1694- 1700 . doi: 10.1177/0956797610385355
  • Lervåg, Arne Ola & Melby-Lervåg, Monica (2009). Muntlig språk, ordavkoding og leseforståelse hos tospråklige: En sammenfatning av empiriske studier. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(4), s 264- 279 . doi: http://www.idunn.no/file/ci/34669929/npt_2009_04_pdf.pdf

View all works in Cristin

  • Lervåg, Arne & Melby-Lervåg, Monica (2013). The structure of reading comprehension skills: A latent variable growth study from second to seventh grade.
  • Rogde, Kristin; Melby-Lervåg, Monica & Lervåg, Arne (2013). Boosting second- language learners’ oral language comprehension skills in preschool: A randomized trial study.
  • Hulme, Charles; Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Klem, Marianne; Hagtvet, Bente Eriksen & Lervåg, Arne (2012). Nonword Repetition Ability: More a Consequence than a Cause of Children's Vocabulary Development..
  • Melby-Lervåg, Monica (2012, 13. desember). What can you learn from a world memory whiz? .  The Globe and Mail.
  • Næss, Kari-Anne Bottegaard; Melby-Lervåg, Monica; Hulme, Charles & Lyster, Solveig-Alma Halaas (2012). Reading skills in children with Down syndrome: A meta-analytic review . Journal of Research in Developmental Disabilities.  ISSN 0891-4222.  33(2), s 737- 747 . doi: 10.1016/j.ridd.2011.09.019
  • Lervåg, Arne Ola & Melby-Lervåg, Monica (2011). Oral Language Skills Moderate Nonword Repetition Skills in Children with Dyslexia: A Meta-analysis of the role of Nonword Repetition Skills in Dyslexia..
  • Melby-Lervåg, Monica & Lervåg, Arne Ola (2010). Language and literacy skills in L2 learners: A meta-analysis..
  • Næss, Kari-Anne Bottegaard; Lyster, Solveig Alma Halaas; Hulme, Charles & Melby-Lervåg, Monica (2010). Language and memory skills in children with Down syndrome; A systematic meta-analytic review.
  • Melby-Lervåg, Monica (2009). Phonological representations, verbal short-term memory and reading skills..
  • Melby-Lervåg, Monica & Hulme, Charles (2009). Language representations and verbal short-term memory.
  • Melby-Lervåg, Monica & Hulme, Charles (2009). Phonological representations and verbal short-term memory.
  • Melby-Lervåg, Monica & Hulme, Charles (2009). The Relationship Between Free recall, Serial Recall and Phonological Skills.
  • Næss, Kari-Anne Bottegaard; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2009). Language phenotypes in children with Down syndrome: A preliminary meta-analytic review.

View all works in Cristin

Published Aug 25, 2010 10:51 AM - Last modified Aug 25, 2014 10:26 AM