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Donolato, Enrica; Masi, Alice; Caviola, Sara; Melby-Lervåg, Monica & Lervåg, Arne
(2023).
Math-attitudes intervention programs for school-age students: A meta-analysis and overview of the literature.
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Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne
(2023).
Does language underlie mathematical skill development? A
systematic review and meta-analysis of concurrent and
longitudinal predictors
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Lervåg, Arne; Fylling, Ingrid; Løken, Katrine Vellesen & Stoltenberg, Camilla
(2019).
Dyktig gutt-læreplassen.
Klassekampen.
ISSN 0805-3839.
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Sjøstrand, Åse; Kefalianos, Elaina; Hofslundsengen, Hilde Christine; Guttormsen, Linn Stokke; Kirmess, Melanie & Lervåg, Arne
[Show all 8 contributors for this article]
(2019).
Protocol: Non-pharmacological interventions for stuttering in children aged between birth and six years.
Cochrane Database of Systematic Reviews.
ISSN 1469-493X.
Full text in Research Archive
Show summary
This is a protocol for a Cochrane Review (Intervention). The objectives are as follows:
Primary objective
To assess the immediate and long‐term effects of non‐pharmacological interventions for stuttering on speech outcomes in children aged between birth and six years.
Secondary objective
To describe the relationship between intervention effects and participant characteristics (i.e. child age, child’s communication attitudes and the impact stuttering has on the child’s QoL).
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Flatø, Martin; Stoltenberg, Camilla; Lervåg, Arne; Løken, Katrine Vellesen & Ogden, Terje
(2019).
Vi vil vite mer om barna.
Klassekampen.
ISSN 0805-3839.
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Aadland, Katrine Nyvoll; Aadland, Eivind; Andersen, John Roger; Lervåg, Arne; Moe, Vegard Fusche & Resaland, Geir Kåre
[Show all 7 contributors for this article]
(2018).
Did executive function, behavioral self-regulation, and school related well-being mediate the effect of school-based physical activity on academic performance in numeracy in ten-year-old children? The Active Smarter Kids (ASK) study.
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Hofslundsengen, Hilde; Hagtvet, Bente Eriksen & Lervåg, Arne
(2018).
Longitudinal effects of an invented writing intervention in preschool on fifth grade reading comprehension .
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Nordahl-Hansen, Anders; Lervåg, Arne; Norbury, Courtenay & Melby-Lervåg, Monica
(2018).
Language-based interventions for improving oral Language outcomes in children With ASD and other Neurodevelopmental disorders.
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Hjetland, Hanne Næss; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen; Hulme, Charles & Melby-Lervåg, Monica
(2017).
Pathways to Reading Comprehension: A Longitudinal Study from 4 to 9 Years of Age.
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Lyster, Solveig-Alma Halaas; Lervåg, Arne & Hulme, Charles
(2016).
Erratum to: Preschool morphological training produces long-term improvements in reading comprehension.
Reading and writing.
ISSN 0922-4777.
29(6),
p. 1289–1289.
doi:
10.1007/s11145-016-9647-7.
Show summary
Abstract We evaluated the effect of morphological awareness training delivered
in preschool (8 months before school entry) on reading ability at the end of grade 1
and 5 years later (in Grade 6). In preschool, one group of children received morphological
awareness training, while a second group received phonological
awareness training. A control group followed the ordinary preschool curriculum.
The comparison between each training condition and the control condition is quasi
experimental, whereas the comparison between the morphological and phonological
treatments is randomized at group level. In Grade 1 children in the morphological
awareness training group had significantly higher scores than children in the control
group on both word reading and text reading measures, but no differences were
found between the experimental groups. In Grade 6 children in the morphological
awareness training group had significantly higher scores compared with the control
group on a latent measure of reading comprehension, whereas the children in the
phonological awareness training group did not differ from the controls; although the
experimental groups did not differ significantly from each other. The results suggest
that early training in morphological awareness can have long-term effects on
children’s literacy skills.
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Hagen, Åste Marie Mjelve; Melby-Lervåg, Monica & Lervåg, Arne
(2015).
Barn som strever med språk og leseferdigheter: Hvilke tiltak virker?
Dysleksivennlig skole.
Dysleksi Norge.
ISSN 978-82-90503-12-8.
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Lervåg, Arne; Melby-Lervåg, Monica & Hulme, Charles
(2015).
The role of general language skills in the development of decoding skills.
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Rogde, Kristin; Hagen, Åste Marie Mjelve; Melby-Lervåg, Monica & Lervåg, Arne
(2014).
Effect of Linguistic Comprehension Training on Language and Reading Comprehension.
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Melby-Lervåg, Monica & Lervåg, Arne
(2014).
Jon Hatties Visible Learning: Ingen "Hellig Gral" for undervisningen.
Bedre Skole.
ISSN 0802-183X.
1.
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Melby-Lervåg, Monica & Lervåg, Arne
(2013).
En revurdering av evidensbasert praksis.
Bedre Skole.
ISSN 0802-183X.
4.
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Rogde, Kristin; Melby-Lervåg, Monica & Lervåg, Arne
(2013).
Boosting second- language learners’ oral language comprehension skills in preschool: A randomized trial study.
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Lervåg, Arne & Melby-Lervåg, Monica
(2013).
The structure of reading comprehension skills: A latent variable growth study from second to seventh grade.
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Göbel, Silke M; Watson, Sarah; Lervåg, Arne & Hulme, Charles
(2013).
Number comparison versus number identification: longitudinal predictors of growth in arithmetic in primary school.
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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.
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Caravolas, Markéta; Lervåg, Arne; Mousikou, Petroula & Hulme, Charles
(2012).
Patterns and predictors of growth in silent reading in three alphabetic orthographies: Different rates, similar patterns.
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Melby-Lervåg, Monica & Lervåg, Arne
(2012).
Barnets språkutvikling.
Spedbarnsboken.
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Lervåg, Arne Ola
(2011).
The reciprocal development between reading comprehension, decoding and vocabulary skills: A Norwegian Longitudinal Study.
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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.