Anita Lopez-Pedersen

• Monsen, Hedda; Lopez-Pedersen, Anita & Vestre, Camilla (2025). Kartlegging av matematikkvansker i skole og PPT. Spesialpedagogikk. ISSN 0332-8457. 3, p. 42–60. doi: https:/www.utdanningsnytt.no/dyskalkuli-fagfellevurdert-forskningsartikkel/kartleggingspraksis-av-matematikkferdigheter-i-skole-og-ppt/460836. Full text in Research Archive Show summary

  Formålet med denne studien var å få innsikt i kartleggingspraksis av matematikkferdigheter i skole og pedagogisk-psykologisk-tjeneste (PPT). 103 ansatte i skolen og 43 ansatte i PPT har deltatt i studien med spørreundersøkelse som datainnsamlingsmetode. Studiens funn indikerer behovet for kompetanseheving innen kartlegging av matematikkferdigheter. De mest anvendte kartleggingsverktøyene for vurdering av matematikkferdigheter i skolen er verken normert eller kvalitetsvurdert. Bruk av kvalitetsvurderte kartleggingsverktøy er avgjørende for å identifisere elever som er i risiko for å utvikle lærevansker i matematikk. I tillegg til gode kartleggingsverktøy må man ha kunnskap om elevers vanskebilde. Studien drøfter eksisterende rammer for kartlegging av matematikkvansker, samt skole og PPT sin kapasitet og kompetanse på fagområdet.

• Skadsheim, Preben Halvorsen; Herrebrøden, Marte Karoline & Lopez-Pedersen, Anita (2023). Spesialundervisning i norske fengsel. Spesialpedagogikk. ISSN 0332-8457. p. 58–72. Full text in Research Archive
• Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika; Scherer, Ronny & Melby-Lervåg, Monica (2022). Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial. Remedial and special education. ISSN 0741-9325. doi: 10.1177/07419325221102537. Full text in Research Archive Show summary

  Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. p. 1–23. doi: 10.1037/edu0000688. Full text in Research Archive
• Lopez-Pedersen, Anita; Mononen, Riikka; Korhonen, Johan; Aunio, Pirjo & Melby-Lervåg, Monica (2020). Validation of an Early Numeracy Screener for First Graders. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1705901. Full text in Research Archive Show summary

  This study investigated the psychometric properties of the Early Numeracy Screener. The Early Numeracy Screener is a teacher-administered, paper-and-pencil test measuring counting skills, numerical relational skills, and basic arithmetic skills. Three hundred and sixty-six first graders took the Early Numeracy Screener at the beginning of the school year. Confirmatory factor analysis was conducted in order to examine whether the screening tool was identified as a one-factor model or a three-factor model. The confirmatory factor analysis found evidence for the three-factor model, establishing construct validity. Evidence for criterion-related validity was found in crosstabulation and correlation with the national test measuring overall mathematics performance taken towards the end of the school year. The Early Numeracy Screener may serve as an indicator of young children’s performance in early numeracy. The brevity and ease of use of the Early Numeracy Screener make it suitable for classroom instructional settings.

• Mononen, Riikka & Lopez-Pedersen, Anita (2019). Matematikkvansker, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 365–395. Full text in Research Archive

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• Lopez-Pedersen, Anita (2026). HVa med 15-åringene som ekskluderes fra Pisa-undersøkelsen? Full text in Research Archive
• Stadskleiv, Kristine; Lopez-Pedersen, Anita & Haukedal, Christiane (2026). Nevropsykologisk utredning av barn med lærevansker. Full text in Research Archive
• Lopez-Pedersen, Anita & Amland, Tonje (2026). Matematikkvansker. Full text in Research Archive
• Amland, Tonje; Rønneberg, Vibeke & Lopez-Pedersen, Anita (2026). Development of a mathematical language test: capturing math-specific vocabulary, a proximal language skill or math skills? doi: https:/www.helsinki.fi/en/conferences/earli-sig-15-conference-2026. Full text in Research Archive
• Rønneberg, Vibeke; Amland, Tonje; Solheim, Oddny Judith; Lervåg, Arne; Melby-Lervåg, Monica & Ertesvåg, Sigrun K. [Show all 7 contributors for this article] (2026). Improving Reading And Mathematical Skills Through an Integrated Intervention: A Multi-site Randomized Trial. doi: https:/www.the-mcls.org/conferences/mcls-2026-padua. Full text in Research Archive
• Amland, Tonje; Lopez-Pedersen, Anita & Rønneberg, Vibeke (2026). Self-efficacy in Mathematics and Reading in Early Primary School: Links to Skill Development, Gender and Parents’ Difficulties. Full text in Research Archive
• Lopez-Pedersen, Anita; Amland, Tonje; Solheim, Oddny Judith; Melby-Lervåg, Monica & Rønneberg, Vibeke (2025). Improving Reading And Mathematical Skills Through a Combined Intervention: A Multi-site Randomized Trial. Full text in Research Archive Show summary

  Meta-analyses have found that children with math difficulties are twice as likely to also have dyslexia. Knowing that it is common to struggle with both reading and math, we ask: how can we support both reading and mathematics at the same time? Does a 20-week integrated reading and math intervention have an immediate effect on: Arithmetic fluency & Word reading, Reading comprehension, Word problem solving and Mathematical language compared to a business-as-usual control group? Results: This cross-domain RCT produced effects on all numeracy measures; fluency-related (arithmetic), and those related more to math language comprehension (mathematical language and word problem solving). We found no effects on literacy measures on Intent to Treat. Delayed post-test yet to be analyzed and teacher reports of participation experience yet to be analyzed: might shed light on intervention effects.

• Lopez-Pedersen, Anita; Rønneberg, Vibeke & Amland, Tonje (2025). Developing an assessment tool in early mathematics: The ABC123 Mathematical Language Test. Full text in Research Archive Show summary

  Language plays a crucial role in mathematical development (Amland et al., 2024; Bleses et al., 2023; Lin et al., 2020; Turan & De Smedt, 2022). Beyond general language skills such as vocabulary, there are words with special relevance to mathematics. Traditionally mathematical language is rarely separated from mathematics in assessment tools. Notably, an increasing number of studies aim to develop specialized measurements to capture mathematical language and vocabulary (e.g., Bezuidenhout et al., 2025; Purpura et al., 2019). Whether mathematical language is a construct or a proximal language skill, a mathematics-specific language is yet to be agreed. The importance of language for mathematical development is less of a discussion, but one of the challenges about this relationship concerns our measurements– how to measure mathematical language with minimal influence of mathematical knowledge?

• Melby-Lervåg, Monica; Rønneberg, Vibeke; Lopez-Pedersen, Anita; Amland, Tonje; Solheim, Oddny Judith & Lervåg, Arne (2025). Improving reading and mathematical skills through an integrated intervention: a multi-site randomized trial. Full text in Research Archive
• Wandem, Fredrik Solli & Lopez-Pedersen, Anita (2025). Kort forklart: Hva er en IOP? Full text in Research Archive Show summary

  Over 50.000 elever i norsk skole har en individuell opplæringsplan, også kalt IOP.  I denne episoden spør vi: Hva er en IOP og hva bør den inneholde?

• Wandem, Fredrik Solli; Rydland, Veslemøy; Anmarkrud, Øistein; Lopez-Pedersen, Anita; Morken, Frøydis & Lenvik, Astrid Knutsdatter [Show all 7 contributors for this article] (2023). Podkast: Spesialpedagogisk spørretime #2. [Internet]. Universitetet i Oslo. Full text in Research Archive
• Wandem, Fredrik Solli & Lopez-Pedersen, Anita (2022). Podkast: Hva er egentlig matematikkvansker? [Internet]. Universitetet i Oslo. Full text in Research Archive Show summary

  Episode i SpedAims-podkasten "Det virker!" Mads var voksen da han lærte seg klokka. Da han var liten var det "før og etter Barne-TV" som var hans forståelse av tid. I andre episode av "Det virker!" snakker vi om matematikkvansker.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children. Full text in Research Archive
• Mononen, Riikka; Tapola, Anna; Lopez-Pedersen, Anita & Wahl, Hedda Novang (2019). Mathematical Skills as a Predictor of Interest in Mathematics in the First Grade. Full text in Research Archive
• Mononen, Riikka; Tapola, Anna; Lopez-Pedersen, Anita & Wahl, Hedda Novang (2019). Mathematical Skills as a Predictor of Interest in Mathematics in the First Grade. Full text in Research Archive Show summary

  This study examined how Norwegian first graders’ (N = 297) mathematical skills predicted their interest (i.e., enjoyment and participation) in mathematics-related activities. Students’ mathematical skills (i.e., relational skills, counting skills and arithmetic) were measured during the school year, six months before their parents answered a questionnaire on child interest. After controlling for students’ gender and parents’ educational level, the results of hierarchical regression analyses showed that mathematical skills statistically significantly predicted both enjoyment and participation (β = .358 and β = .307, respectively). As early mathematical skills seem to enhance later interest in the domain, our findings emphasize the importance of early support for students with weak mathematical skills, before their difficulties start to interfere with motivation and interest.

• Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika & Melby-Lervåg, Monica (2018). Improving numeracy skills in low performing first graders: A randomized controlled trial. Full text in Research Archive
• Lopez-Pedersen, Anita & Mononen, Riikka (2018). Barn som strever i matematikk – hva kan vi gjøre? Full text in Research Archive
• Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo & Melby-Lervåg, Monica (2016). Can early intervention ameliorate mathematical difficulties in young children? Full text in Research Archive
• Lopez-Pedersen, Anita; Mononen, Riikka & Aunio, Pirjo (2016). Developing mathematical skills assessment tool for identification of low-performing Norwegian first graders. Full text in Research Archive
• Mononen, Riikka; Lopez-Pedersen, Anita; Aunio, Pirjo Annika & Melby-Lervåg, Monica (2016). Norjalaisten ensiluokkalaisten matemaattisten taitojen tukeminen ThinkMath-harjoitusmateriaalilla. Full text in Research Archive

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