Monica Melby-Lervåg

Professor
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

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

  • I also work in cooperation with Arne Lervåg, Department of Education.
Tags: meta-analysis, dyslexia, systematic reviews, language impairment, intervetions, working memory, second language learners, USA, India

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

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, Volume 8, Issue 2, pages 96–100 DOI: 10.1111/cdep.12068

Hulme, C. & Melby-Lervåg, M. (2016). Effects from Interventions for Psychological Learning and Behavioural Disorders in Children. In 6th edition of Rutter’s Child and Adolescent Psychiatry. Eds. A. Thapar, D.S. Pine et al. PP. 533-545. UK: Wiley Blackwell.

Snowling, M. & Melby-Lervåg, M. (2016). Oral Language Deficits in Familial Dyslexia: A Meta-analysis and Review. Psychological Bulletin, Vol 142(5), May 2016, 498-545. http://dx.doi.org/10.1037/bul0000037  FREE DOWNLOAD

Hjetland, H. Brinchman, E.I. Lyster, S.A.H, & Melby-Lervåg, M. (2014). Preschool Predictors of Later Reading  Comprehension Ability: A Systematic Review. Title proposal published in the library of systematic reviews, Campbell  Collaboration. http://www.campbellcollaboration.org/lib/index

Rogde, K. , Hagen, Å.M., Lervåg, A. & Melby-Lervåg, M. (2014). The Effect of Language Comprehension Training on Standardized Tests: A Systematic Review, Title proposal published in the library of systematic reviews, Campbell  Collaboration, http://www.campbellcollaboration.org/lib/index

Rogde, K., Melby-Lervåg, M, & Lervåg, A. (2016). Improving the Linguistic Comprehension Skills of Second- Language Learners In Preschool: A Randomised Trial Study. Online first Journal of research in educational  effectiveness, doi 10.1080/19345747.2016.1171935 

Lervåg, A., Hulme,  C. & Melby-Lervåg, M. (2017). Unpicking the developmental relationships between oral language skills and reading comprehension: It’s simple, but complex. Child Development, doi: 10.1111/cdev.12861

Hagen, Å., Melby-Lervåg, M. & Lervåg, A. (2017).  Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial. Journal of Child psychology and Psychiatry, 58(19), 1132-1140    

 

  • Gunnerud, Hilde Lowell; Foldnes, Njål & Melby-Lervåg, Monica (2022). Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10286-2. Full text in Research Archive
  • Bratlie, Siri Steffensen; Brinchmann, Ellen Irén; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. ISSN 0034-6543. doi: 10.3102/00346543211073186.
  • Rogde, Kristin; Hagen, Åste Mjelve; Lervåg, Arne & Melby-Lervåg, Monica (2021). Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests. Nordic Journal of Literacy Research. ISSN 2464-1596. 7(2), p. 1–18. doi: 10.23865/njlr.v7.2814. Full text in Research Archive
  • West, Gillian; Melby-Lervåg, Monica & Hulme, Charles (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Science. ISSN 1363-755X. 57(5), p. 749–770. doi: 10.1037/dev0001172. Full text in Research Archive
  • Donolato, Enrica; Cardillo, Ramona; Mammarella, Irene C. & Melby-Lervåg, Monica (2021). Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13536. Full text in Research Archive
  • Hagen, Åste Mjelve; Knoph, Rebecca; Hjetland, Hanne Næss; Rogde, Kristin; Lawrence, Joshua & Lervåg, Arne [Show all 7 contributors for this article] (2021). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.1939136. Full text in Research Archive
  • Thurmann-Moe, Anne C; Melby-Lervåg, Monica & Lervåg, Arne (2021). Single case design i evaluering av spesialpedagogiske tiltak. En gjennomgang av aktuelle analysemetoder for vurdering av effekt. Spesialpedagogikk. ISSN 0332-8457. 86(1), p. 53–72. Full text in Research Archive
  • Thurmann-Moe, Anne C; Melby-Lervåg, Monica & Lervåg, Arne (2021). The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study. Annals of Dyslexia. ISSN 0736-9387. doi: 10.1007/s11881-021-00225-1. Full text in Research Archive
  • Thurmann-Moe, Anne C; Melby-Lervåg, Monica & Lervåg, Arne (2021). Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–18. doi: 10.1080/00313831.2020.1869823. Full text in Research Archive
  • Karlsen, Jannicke; Hjetland, Hanne Næss; Hagtvet, Bente Eriksen; Braeken, Johan & Melby-Lervåg, Monica (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children . First language. ISSN 0142-7237. doi: 10.1177/0142723721995688. Full text in Research Archive
  • Dolean, Dacian; Lervåg, Arne; Visu-Petra, Laura & Melby-Lervåg, Monica (2021). Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-020-10107-4. Full text in Research Archive
  • Amland, Tonje; Lervåg, Arne & Melby-Lervåg, Monica (2021). Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Frontiers in Human Neuroscience. ISSN 1662-5161. 14. doi: 10.3389/fnhum.2020.577304. Full text in Research Archive
  • Hulme, Charles; Snowling, Margaret J.; West, Gillian; Lervåg, Arne & Melby-Lervåg, Monica (2020). Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science. ISSN 0963-7214. 29(4), p. 372–377. doi: 10.1177/0963721420923684. Full text in Research Archive
  • Gunnerud, Hilde Lowell; ten Braak, Dieuwer; Reikerås, Elin Kirsti Lie; Donolato, Enrica & Melby-Lervåg, Monica (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological bulletin. ISSN 0033-2909. doi: 10.1037/bul0000301.
  • Helland, Siri Saugestad; Røysamb, Espen; Brandlistuen, Ragnhild Eek; Melby-Lervåg, Monica & Gustavson, Kristin (2020). A Common Family Factor Underlying Language Difficulties and Internalizing Problems: Findings From a Population-Based Sibling Study. Journal of Learning Disabilities. ISSN 0022-2194. 53(5), p. 399–409. doi: 10.1177/0022219420911634. Full text in Research Archive
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny; Hulme, Charles & Melby-Lervåg, Monica (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review. ISSN 1747-938X. 30:100323, p. 1–23. doi: 10.1016/j.edurev.2020.100323. 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
  • Melby-Lervåg, Monica; Hagen, Åste Mjelve & Lervåg, Arne (2019). Disentangling the far transfer of language comprehension gains using latent mediation models. Developmental Science. ISSN 1363-755X. doi: 10.1111/desc.12929. Full text in Research Archive
  • Rogde, Kristin; Hagen, Åste Mjelve; Melby-Lervåg, Monica & Lervåg, Arne (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell systematic reviews. ISSN 1891-1803. 15:e1059(4), p. 1–37. doi: 10.1002/cl2.1059. Full text in Research Archive
  • Nordahl-Hansen, Anders; Donolato, Enrica; Lervåg, Arne; Norbury, Courtenay Frazier & Melby-Lervåg, Monica (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell systematic reviews. ISSN 1891-1803. 15:e1062(4), p. 1–21. doi: 10.1002/cl2.1062. Full text in Research Archive
  • Dolean, Dacian; Melby-Lervåg, Monica; Tincas, Ioana; Damsa, Crina I. & Lervåg, Arne (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction. ISSN 0959-4752. 63. doi: 10.1016/j.learninstruc.2019.101218. Full text in Research Archive
  • Lervåg, Arne; Dolean, Dacian; Tincas, Ioana & Melby-Lervåg, Monica (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty. Developmental Science. ISSN 1363-755X. 22(5). doi: 10.1111/desc.12858. Full text in Research Archive
  • Hjetland, Hanne Næss; Lervåg, Arne; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen; Hulme, Charles & Melby-Lervåg, Monica (2019). Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age . Journal of Educational Psychology. ISSN 0022-0663. 111(5), p. 751–763. doi: 10.1037/edu0000321.
  • Arnesen, Anne; Braeken, Johan; Ogden, Terje & Melby-Lervåg, Monica (2018). Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–26. doi: 10.1080/00313831.2017.1420685. Full text in Research Archive
  • Lervåg, Arne; Hulme, Charles & Melby-Lervåg, Monica (2018). Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. Child Development. ISSN 0009-3920. 89(5), p. 1821–1838. doi: 10.1111/cdev.12861. Full text in Research Archive
  • Arnesen, Anne; Smolkowski, Keith; Ogden, Terje & Melby-Lervåg, Monica (2018). Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6. Emotional and Behavioural Difficulties. ISSN 1363-2752. 23(1), p. 39–54. doi: 10.1080/13632752.2017.1316473. Full text in Research Archive
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell systematic reviews. ISSN 1891-1803. 14. doi: 10.4073/csr.2017.14. Full text in Research Archive
  • Hagen, Åste Mjelve; Melby-Lervåg, Monica & Lervåg, Arne (2017). Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. 58(10), p. 1132–1140. doi: 10.1111/jcpp.12762. Full text in Research Archive
  • Arnesen, Anne; Braeken, Johan; Baker, Scott; Meek-Hansen, Wilhelm; Ogden, Terje & Melby-Lervåg, Monica (2017). Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5. Reading Research Quarterly. ISSN 0034-0553. 52(2), p. 177–201. doi: 10.1002/rrq.159. Full text in Research Archive
  • Rogde, Kristin; Melby-Lervåg, Monica & Lervåg, Arne (2016). Improving the General Language Skills of Second-Language Learners in Kindergarten: A Randomized Controlled Trial. Journal of Research on Educational Effectiveness. ISSN 1934-5747. 9, p. 150–170. doi: 10.1080/19345747.2016.1171935.
  • Melby-Lervåg, Monica; Redick, Thomas S. & Hulme, Charles (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review. Perspectives on Psychological Science. ISSN 1745-6916. 11(4), p. 512–534. doi: 10.1177/1745691616635612.
  • Snowling, Margaret J. & Melby-Lervåg, Monica (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological bulletin. ISSN 0033-2909. 142(5), p. 498–545. doi: 10.1037/bul0000037.
  • Rogde, Kristin; Melby-Lervåg, Monica & Lervåg, Arne (2016). Improving the linguistic comprehension skills of second-language learners in preschool: A randomized trial study. Journal of Research on Educational Effectiveness. ISSN 1934-5747. doi: 10.1080/19345747.2016.1171935.
  • Melby-Lervåg, Monica & Hulme, Charles (2016). There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014). Psychonomic Bulletin & Review. ISSN 1069-9384. 23(1), p. 324–330. doi: 10.3758/s13423-015-0862-z.
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen & Melby-Lervåg, Monica (2015). PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review. Campbell systematic reviews. ISSN 1891-1803. 11(1), p. 1–40. doi: 10.1002/CL2.139. Full text in Research Archive
  • Redick, Thomas S.; Shipstead, Zach; Wiemers, Elizabeth A.; Melby-Lervåg, Monica & Hulme, Charles (2015). What’s Working in Working Memory Training? An Educational Perspective. Educational Psychology Review. ISSN 1040-726X. doi: 10.1007/s10648-015-9314-6.
  • Klem, Marianne; Melby-Lervåg, Monica; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Gustafsson, Jan-Eric & Hulme, Charles (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science. ISSN 1363-755X. 18(1), p. 146–154. doi: 10.1111/desc.12202. Full text in Research Archive
  • Hagen, Åste Marie Mjelve; Melby-Lervåg, Monica & Lervåg, Arne (2014). Barn som strever med språk og leseferdigheter: Hvilke tiltak virker? Norsk tidsskrift for logopedi. ISSN 0332-7256. 60(4), p. 6–13.
  • 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. In Glaser, Vibeke; Størksen, Ingunn & Drugli, May Britt (Ed.), Utvikling, lek og læring i barnehagen. Forskning og praksis. Fagbokforlaget. ISSN 978-82-321-0160-3.
  • Lervåg, Arne & Melby-Lervåg, Monica (2014). Utvikling av språk og leseferdigheter hos minoritetsspråklige. In Wittek, Line & Stray, Janicke Heldal (Ed.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. p. 437–453.
  • Melby-Lervåg, Monica & Lervåg, Arne (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives (CDP). ISSN 1750-8592. 8(2), p. 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), p. 409–433. doi: 10.1037/a0033890. Full text in Research Archive
  • Melby-Lervåg, Monica & Hulme, Charles (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology. ISSN 0012-1649. 49(2), p. 270–291. doi: 10.1037/a0028228.
  • 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 Johnsen, Berit Helene (Eds.), Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans. Cappelen Damm Akademisk. ISSN 978-82-7634-977-1. p. 172–186.
  • 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), p. 322–352. doi: 10.1037/a0026744.
  • Melby-Lervåg, Monica (2012). Arv, miljø og dysleksi : metoder, hovedfunn og implikasjoner for praksis. Spesialpedagogikk. ISSN 0332-8457. 77(2), p. 43–55.
  • 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), p. 1069–1098. doi: 10.1177/0956797612443833.
  • 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), p. 1–34. doi: 10.1080/10888438.2010.537715.
  • Melby-Lervåg, Monica & Hulme, Charles (2012). Current Evidence Does not Support the Claims made for CogMed working Memory Training. Journal of Applied Research in Memory and Cognition. ISSN 2211-3681. 1(3). doi: 10.1016/j.jarmac.2012.06.006.
  • 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), p. 101–118. doi: 10.1080/00313831.2011.621215.
  • 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. Research in Developmental Disabilities. ISSN 0891-4222. 33((2012)), p. 737–747. doi: 10.1016/j.ridd.2011.09.019.
  • 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. Research in Developmental Disabilities. ISSN 0891-4222. 32(6), p. 2225–2234. doi: 10.1016/j.ridd.2011.05.014.
  • 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), p. 363–380. doi: 10.1080/00313831.2011.594611.
  • 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), p. 330–341.
  • 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), p. 41–51.
  • Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Melby-Lervåg, Monica; Næss, Kari-Anne Bottegaard; Hjetland, Hanne Næss & Engevik, Liv Inger [Show all 10 contributors for this article] (2011). Ordforråd i førskolealder og senere leseferdigheter - En metaanalytisk tilnærming. Spesialpedagogikk. ISSN 0332-8457.
  • 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. ISSN 0141-0423. 34(1), p. 114–135. doi: 10.1111/j.1467-9817.2010.01477.x.
  • 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), p. 37–56.
  • 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), p. 24–32.
  • 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), p. 1694–1700. doi: 10.1177/0956797610385355.
  • 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), p. 5–12.

View all works in Cristin

  • Hulme, Charles & Melby-Lervåg, Monica (2016). Effects from Interventions for Psychological Learning and Behavioural Disorders in Children. Wiley-Blackwell. ISBN 978-1-118-38196-0. 1096 p.

View all works in Cristin

  • Hjetland, Hanne Næss; Hagen, Åste Mjelve; Rogde, Kristin; Knoph, Rebecca & Melby-Lervåg, Monica (2020). LURI: A Listening Comprehension Measure for Preschool Children. .
  • Kristoffersen, Steinar; Melby-Lervåg, Monica & Mikkelsen, Solveig (2020). Foreslår å begrense antall søknader som blir vurdert. [Newspaper]. Universitetsavisa.no.
  • Gunnerud, Hilde Lowell; ten Braak, Dieuwer; Reikerås, Elin Kirsti Lie & Melby-Lervåg, Monica (2019). Har flerspråklighet en kognitiv fordel? Foreløpige resultater fra en meta-analyse.
  • Næss, Kari-Anne Bottegaard & Melby-Lervåg, Monica (2019). Manglende retningslinjer ved permisjoner kan gi kvinnefrafall i akademia. Forskning.no. ISSN 1891-635X.
  • Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological Knowledge of Children with Language Minority Backgrounds and Monolingual children: A Meta-Analysis .
  • Lyster, Solveig-Alma Halaas; Melby-Lervåg, Monica & Hofslundsengen, Hilde Christine (2019). Lese- og skrivevansker, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 338–364.
  • Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological knowledge in language minority children compared with monolingual children: A meta-analysis.
  • Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika & Melby-Lervåg, Monica (2018). Improving numeracy skills in low performing first graders: A randomized controlled trial. .
  • Gunnerud, Hilde Lowell; ten Braak, Dieuwer & Melby-Lervåg, Monica (2018). Gir det en kognitiv fordel å være flerspråklig?
  • Nergård-Nilssen, Trude; Melby-Lervåg, Monica & Torppa, Minna (2018). Parental reading comprehension predicts children’s outcomes: A longitudinal family-risk study.
  • Karlsen, Jannicke; Larsen, Linda; Hjetland, Hanne Næss; Snowling, Margareth & Melby-Lervåg, Monica (2018). The relationship between socioeconomic factors and language comprehension: A systematic review .
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2018). Preschool predictors of later reading comprehension ability: a Campbell systematic review.
  • 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.
  • Karlsen, Jannicke; Hjetland, Hanne Næss; Hagtvet, Bente Eriksen & Melby-Lervåg, Monica (2017). Concurrent and predictive validity of the Renfrew bus story test.
  • 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.
  • Hansen, Pernille; Melby-Lervåg, Monica & Snarby, Anette (2017). Har ikke barnet begynt å snakke ennå? [Internet]. KK.no.
  • Arnesen, Anne; Smolkowski, Keith; Baker, Scott; Braeken, Johan; Meek-Hansen, Wilhelm & Ogden, Terje [Show all 7 contributors for this article] (2017). Assessing Elementary Students’ Social Functioning and Reading Proficiency.
  • Rui, Hilde S.; Ørmen, Torfinn; Sundberg, Håkan & Melby-Lervåg, Monica (2017). Hvordan lærer hjernen?
  • Hjetland, Hanne Næss; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2016). Development of language and reading comprehension ability from 4 years to 4th grade.
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2016). Preschool vocabulary and later reading comprehension ability: A systematic review.
  • Mononen, Riikka; Lopez-Pedersen, Anita; Aunio, Pirjo Annika & Melby-Lervåg, Monica (2016). Norjalaisten ensiluokkalaisten matemaattisten taitojen tukeminen ThinkMath-harjoitusmateriaalilla.
  • Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo & Melby-Lervåg, Monica (2016). Can early intervention ameliorate mathematical difficulties in young children?
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen & Melby-Lervåg, Monica (2015). Preschool predictors of later reading comprehension ability: A systematic review.
  • 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.
  • Lervåg, Arne; Melby-Lervåg, Monica & Hulme, Charles (2015). The role of general language skills in the development of decoding skills.
  • Rogde, Kristin; Hagen, Åste Marie Mjelve; Melby-Lervåg, Monica & Lervåg, Arne (2014). Effect of Linguistic Comprehension Training on Language and Reading Comprehension.
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Lyster, Solveig-Alma Halaas; Hagtvet, Bente Eriksen & Melby-Lervåg, Monica (2014). Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review.
  • Melby-Lervåg, Monica & Lervåg, Arne (2014). Jon Hatties Visible Learning: Ingen "Hellig Gral" for undervisningen. Bedre Skole. ISSN 0802-183X. 1.
  • Melby-Lervåg, Monica & Lervåg, Arne (2013). En revurdering av evidensbasert praksis. Bedre Skole. ISSN 0802-183X. 4.
  • Rogde, Kristin; Melby-Lervåg, Monica & Lervåg, Arne (2013). Boosting second- language learners’ oral language comprehension skills in preschool: A randomized trial study.
  • Lervåg, Arne & Melby-Lervåg, Monica (2013). The structure of reading comprehension skills: A latent variable growth study from second to seventh grade.
  • Melby-Lervåg, Monica (2012). What can you learn from a world memory whiz? [Newspaper]. The Globe and Mail.
  • 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.
  • 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. Research in Developmental Disabilities. ISSN 0891-4222. 33(2), p. 737–747. doi: 10.1016/j.ridd.2011.09.019.
  • Melby-Lervåg, Monica & Lervåg, Arne (2012). Barnets språkutvikling. Spedbarnsboken.
  • 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.
  • 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 & Lervåg, Arne Ola (2010). Language and literacy skills in L2 learners: A meta-analysis.

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Published Aug. 25, 2010 10:51 AM - Last modified Sep. 6, 2021 3:02 PM