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Monica Melby-Lervåg

Image of Monica Melby-Lervåg
Norwegian
Email monica.melby-lervag@isp.uio.no
Phone +47-22858138
Username
Visiting address Helga Engs hus Sem Sælands vei7 0371 OSLO
Postal address Postboks 1161 Blindern 0318 OSLO

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.
  • In addition, I am involved in a longitudinal study where we test a sample of 210  random children in the age of 4-10 years.
  • I also have a special interest in quantitative methods where meta-analysis and experiment are the main focus of mine.

Teaching

  • 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 counselor at the pedagogical psychological service center (PPT) and a counselor 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.
  • The summary of the dissertation.
  • 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

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

Cooperation

Publications

  • Melby-Lervåg, Monica & Lervåg, Arne (2013). 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.
  • 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 & Hulme, Charles (2012). Is Working Memory Training Effective? A Meta-Analytic Review.. Developmental Psychology.  ISSN 0012-1649. . doi: 10.1037/a0028228
  • 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
  • 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.
Published Aug 25, 2010 10:51 AM - Last modified Feb 12, 2013 08:51 PM

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