Solveig-Alma Halaas Lyster

• Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther & Lyster, Solveig Alma Halaas (2022). First and second language sentence repetition: a screening measure for dual language learners? Language and Education. ISSN 0950-0782. 36(4), p. 312–328. doi: 10.1080/09500782.2022.2063059. Full text in Research Archive Show summary

  The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess language functions in both languages whenever feasible. We found that students’ L1 and L2 SR performance levels draw upon their phonological short-term memory capacity, vocabulary and grammar skills in the language being assessed. We also found a positive relationship between students’ L1 phonological memory and L2 SR scores, suggesting that DLLs’ phonological short-term memory capacity assessed in their L1 indicates individual differences in short-term verbal memory that support SR performance, as assessed in L2. The results highlight a challenge in both research and clinical settings which often use monolingual assessment tools and associated norms to identify DLLs who might be at risk of developing DLDs or other learning difficulties.

• Lyster, Solveig Alma Halaas (2022). Stave- og skrivetiltak i klasserommet - fra forskning til praksis. In Næss, Kari-Anne Bottegård & Hofslundsengen, Hilde Christine (Ed.), Skriveutvikling og skrivevansker. Cappelen Damm Akademisk. ISSN 9788202694319. p. 293–311. Full text in Research Archive Show summary

  Boken handler om barns tidlige skriveutvikling fra barnehagen og frem til mellomtrinnet. Forfatterne viser hvordan barn lærer å skrive og utvikler sin skriving i et normalforløp. De legger vekt på hvordan barnehage og skole kan forebygge skrivevansker hos barn som er i risiko og på ulike tiltak som kan hjelpe barn som allerede har utviklet vedvarende vansker. Boken inneholder nye norske forskningsfunn om navneskriving, læreres kartlegging, mulige risikofaktorer for vansker, digitale læringsressurser og tiltak. Litteraturgjennomganger av nasjonal og internasjonal forskning på området får frem sammenhenger i skriveutvikling og tiltak for vansker, og begrepet skrivevansker drøftes. Forfatterne er forskere innenfor fag som spesialpedagogikk, pedagogikk, norskdidaktikk og lesevitenskap.

• Lyster, Solveig Alma Halaas (2021). Språk- og talevansker hos barnehagebarnet - et avhjelpende og forebyggende perspektiv. In Hvidsten, Bente (Eds.), Spesialpedagogikk i barnehagen. Fagbokforlaget. ISSN 9788245037234. p. 215–243. Full text in Research Archive
• 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
• Lyster, Solveig Alma Halaas; Snowling, Margareth; Hulme, Charles & Lervåg, Arne (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9-year period. Journal of Research in Reading. ISSN 0141-0423. doi: 10.1111/1467-9817.12312. Full text in Research Archive Show summary

  Background There is increasing recognition of the contribution of morphological skills to the development of reading fluency. However, theoretical models and recent research raise questions about how different language skills influence reading development. Methods The present study was designed to follow the reading development of a large sample of Norwegian children (N = 323) from preschool to Grade 9, assessing their performance on a wide range of language‐related and reading skills including morphological awareness. We employed confirmatory factor analyses of the cognitive, linguistic and reading variables prior to modelling the contribution of the preschool language variables to reading comprehension in Grades 1, 2 and 9. Results Preschool measures of phonological, morphological and semantic skills were best represented by a single language latent variable. Reading in Grades 1 and 2, assessed by measures of both decoding and comprehension, was also best represented by a single latent variable. Preschool language skills have long‐range direct and indirect effects on the development of reading comprehension. Overall, preschool language abilities accounted for 69.2% of the variance in reading comprehension 9 years later. Conclusions The results demonstrate the powerful influence of early language on later reading and suggest that language intervention programmes, combining phonological, morphological and semantic activities, may help to reduce the incidence of reading problems.

• Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Thurmann-Moe, Anne Cathrine & Lyster, Solveig-Alma Halaas (2019). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. doi: 10.1080/13670050.2019.1624685. Full text in Research Archive Show summary

  This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the ranges of Norwegian vocabulary known by Norwegian monolinguals and by Norwegian L2 children. At the same time, when an additive, conceptual scoring approach (taking into account bilingual children’s known L1 and/or L2 vocabulary) was used, the persistent gap in vocabulary knowledge diminished or disappeared altogether. This finding is most evident in older age groups. Conceptual scoring provides a more sensitive and positive picture of bilingual children’s overall range of vocabulary. The findings demonstrate a need for more nuanced assessment procedures of semantic knowledge across children’s’ L1 and L2.

• Systad, Silje; Bjørnvold, Marit; Sørensen, Christiane & Lyster, Solveig-Alma Halaas (2019). The value of electroencephalogram in assessing children with speech and language impairments. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 62(1), p. 153–168. doi: 10.1044/2018_JSLHR-L-17-0087. 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. Full text in Research Archive Show summary

  The two major determinants of reading comprehension are language comprehension and decoding, but prior studies of the development of reading comprehension from an early age show inconsistent results. To clarify these inconsistencies we report a 6-year longitudinal study (starting at Age 4 years) where we control for measurement error and track the development and interrelationships between a range of predictors of reading comprehension (language, decoding, and cognitive skills). We found two main pathways to reading comprehension: a highly stable language comprehension pathway (reflecting variations in vocabulary, listening comprehension, grammar, and verbal working memory) and a less stable code-related pathway (reflecting variations in phoneme awareness, letter knowledge, and rapid automatized naming). Early language comprehension at Age 4 years is strongly related to code-related predictors (phoneme awareness, letter knowledge, and rapid naming), and influences decoding indirectly through these constructs. Early oral language skills predicted initial levels of reading comprehension and its growth between the ages of 7 and 9 years. Strikingly, language comprehension and decoding, together with their interaction and curvilinear effects, explain almost all (99.7%) of the variance in reading comprehension skills at 7 years of age. Our study adds to prior knowledge in several important ways and provides strong support for an elaborated version of the simple view of reading (Gough & Tunmer, 1986).

• Brinchmann, Ellen Iren; Braeken, Johan & Lyster, Solveig-Alma Halaas (2018). Is there a direct relation between the development of vocabulary and grammar? Developmental Science. ISSN 1363-755X. p. 1–13. doi: 10.1111/desc.12709. Full text in Research Archive Show summary

  Previous studies of individual differences have revealed strong correlations between children's vocabulary and grammatical abilities, and these data have been used to support theoretical accounts positing direct developmental relations between these two areas of language. However, between‐person differences do not necessarily reflect intra‐individual dynamics. Thus, in the present study, we analysed longitudinal data from three annual assessments of vocabulary and grammar in 217 children (Mage = 4 years and 3 months at first assessment) using a modelling strategy with some utility in distinguishing relations at the between‐ and within‐person levels. The results revealed strong correlations between grammar and vocabulary at the between‐person level, but the evidence of direct dependencies between the variables at the within‐person level was rather limited. Specifically, we found a small direct contribution from grammar to vocabulary for children between the ages of 4 and 5, but there was no evidence of any direct contributions from vocabulary to grammar. Further analyses suggested that the home literacy environment may represent a common source of individual differences in children's vocabulary and grammatical skills. In light of these results, we argue that the evidence of direct relations between vocabulary and grammatical development in preschool‐aged children may not be as strong as previously assumed.

• Karlsen, Jannicke; Lyster, Solveig-Alma Halaas & Lervåg, Arne (2017). Vocabulary development in Norwegian L1 and L2 learners in the kindergarten-school transition. Journal of Child Language. ISSN 0305-0009. 44(2), p. 402–426. doi: 10.1017/S0305000916000106. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2017). Glem ikke morfemet i leseopplæringen : det spiller en viktig rolle for leseforståelsen. Norsk tidsskrift for logopedi. ISSN 0332-7256. 63(1), p. 22–32. Full text in Research Archive
• Brinchmann, Ellen Iren; Hjetland, Hanne Næss & Lyster, Solveig-Alma Halaas (2016). Lexical quality matters: Effects of word knowledge instruction on the language and literacy skills of third- and fourth-grade poor readers. Reading Research Quarterly. ISSN 0034-0553. 51(2), p. 165–180. doi: 10.1002/rrq.128. Full text in Research Archive Show summary

  The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- and fourth-grade students from 12 Norwegian elementary schools. A quasi-experimental approach was employed with students in the treatment and control groups matched on grade and reading comprehension level. The intervention was delivered by teachers in small groups for 60 minutes three times per week over a period of 10 weeks. At the end of the intervention, the treatment group showed significantly greater gains than the control group on researcher-created and transfer measures of language and a transfer measure of reading comprehension. There were no statistically significant effects of the intervention on two measures of decoding. The results support the hypothesis that comprehensive word knowledge instruction is effective in improving language abilities underpinning reading comprehension. The utility of this approach for improving decoding abilities remains unclear. This is the peer reviewed version of the following article: Ellen Irén Brinchmann, Hanne Næss Hjetland, Solveig-Alma Halaas Lyster (2015). Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Reading Research Quarterly, which has been published in final form at http://dx.doi.org/10.1002/rrq.128. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving

• Næss, Kari-Anne Bottegaard; Nygaard, Egil; Ostad, Johanne; Dolva, Anne-Stine & Lyster, Solveig-Alma Halaas (2016). The profile of social functioning in children with Down syndrom (The Down Syndrome LanguagePlus-project). Disability and Rehabilitation. ISSN 0963-8288. 39(13), p. 1320–1331. doi: 10.1080/09638288.2016.1194901. Full text in Research Archive Show summary

  Background: Practitioners and researchers have asserted for decades that social functioning is a strength in children with Down syndrome (DS). Nevertheless, some studies have concluded that children with DS may be at greater risk of impaired social functioning compared to typically developing controls. This cross-sectional study explores the profile of social functioning (that is, social capabilities and social problems) in 6-year-old children with DS, compares it with that of typically developing children and reveals possible differences in predictors between groups. Method: Parental reports and clinical tests were utilized. Results: The children with DS had generally weaker social capabilities compared to nonverbal mental age-matched controls, but no significant differences were found for social interactive play, community functioning and prosocial behaviour. No significant differences in predictors for social capabilities between the groups were found. The children with DS had more social problems than the typically developing controls with a similar chronological age and those with a similar nonverbal mental age, but no significant differences in emotional symptoms were found between the children with DS and either comparison group. Vocabulary was a more important predictor of social problems in the children with DS than in the typically developing control groups. Conclusion: Interventions for children with DS should strongly focus on integrating vocabulary skills and social functioning starting at an early age.

• Lyster, Solveig-Alma Halaas; Lervåg, Arne & Hulme, Charles (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and writing. ISSN 0922-4777. 29(6), p. 1269–1288. doi: 10.1007/s11145-016-9636-x. Full text in Research Archive Show summary

  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.

• Systad, Silje; Bjørnvold, Marit; Markhus, Rune & Lyster, Solveig-Alma Halaas (2016). Watch the language! Language and linguistic-cognitive abilities in children with nocturnal epileptiform activity. Epilepsy & Behavior. ISSN 1525-5050. 66(1), p. 10–18. doi: 10.1016/j.yebeh.2016.09.041. Full text in Research Archive
• Karlsen, Jannicke; Geva, Esther & Lyster, Solveig-Alma Halaas (2016). Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production. Applied Psycholinguistics. ISSN 0142-7164. 37(5), p. 1117–1145. doi: 10.1017/S014271641500051X. Full text in Research Archive
• 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 Show summary

  Sentence repetition tasks are widely used in the diagnosis and assessment of children with language difficulties. This paper seeks to clarify the nature of sentence repetition tasks and their relationship to other language skills. We present the results from a 2-year longitudinal study of 216 children. Children were assessed on measures of sentence repetition, vocabulary knowledge and grammatical skills three times at approximately yearly intervals starting at age 4. Sentence repetition was not a unique longitudinal predictor of the growth of language skills. A unidimensional language latent factor (defined by sentence repetition, vocabulary knowledge and grammatical skills) provided an excellent fit to the data, and language abilities showed a high degree of longitudinal stability. Sentence repetition is best seen as a reflection of an underlying language ability factor rather than as a measure of a separate construct with a specific role in language processing. Sentence repetition appears to be a valuable tool for language assessment because it draws upon a wide range of language processing skills.

• 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. 11(1), p. 1–40. doi: 10.1002/CL2.139. Full text in Research Archive
• Næss, Kari-Anne Bottegaard; Lervåg, Arne; Lyster, Solveig-Alma Halaas & Hulme, Charles (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology. ISSN 0022-0965. 135, p. 43–55. doi: 10.1016/j.jecp.2015.02.004. Full text in Research Archive
• Frost, Jørgen; Ottem, Ernst John; Snow, Catherine E; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas & White, Claire (2014). The Conceptual Nature of Gain in Vocabulary Research: An Analysis of Vocabulary Data from Schoolchildren. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(4), p. 495–511. doi: 10.1080/00313831.2013.773560. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2014). Språk- og tale vansker hos barnehagebarnet – et avhjelpende og forebyggende perspektiv. In Hvidsten, Bente (Eds.), Spesialpedagogikk i barnehagen Barnet i fokus. Fagbokforlaget. ISSN 9788245012200. p. 203–228. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2010). Barns språkutvikling. In Kvello, Øyvind (Eds.), Barnas Barnehage 2 - Barn i utvikling. Gyldendal Akademisk. ISSN 9788205399730. p. 65–97. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2010). Reading Comprehension: Unanswered Questions and Reading Instruction Challenges. In Scruggs, Thomas E. & Mastropieri, Margo A. (Ed.), Advances in Learning and Behavioral Disabilities. Literacy and Learning. Emerald Group Publishing Limited. ISSN 9781849507769. p. 115–153. Full text in Research Archive
• Lyster, Solveig-Alma Halaas; Horn, Erna & Rygvold, Anne-Lise (2010). Ordforråd og ordforrådsutvikling hos norske barn og unge. Spesialpedagogikk. ISSN 0332-8457. 74(9), p. 35–43. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2009). Ordforråd og leseutvikling. In Frost, Jørgen (Eds.), Språk- og leseveiledning - i teori og praksis. Cappelen Damm Akademisk. ISSN 9788202283476. p. 231–251. Full text in Research Archive
• Lyster, Solveig-Alma Halaas & Frost, Jørgen (2009). Om evaluering av leseforståelsen. In Frost, Jørgen (Eds.), Evaluering - i et dialogisk perspektiv. Cappelen Damm Akademisk. ISSN 9788202293185. p. 99–116. Full text in Research Archive Show summary

  Hensikten med denne boken er å sette fokus på evalueringsbegrepet i skolen. Motivet er å peke på hvilken betydning evaluering i et dialogisk perspektiv kan ha for kvalitet og effekt av en evalueringsinnsats, for eksempel når en kommune eller en skole ønsker å evaluere sin egen innsats eller når læreren skal vurdere elevenes læringsutbytte. Artikkelforfatterne behandler evalueringsbegrepet både teoretisk og praktisk og de diskuterer forskjellige oppfatninger av begrepet og de konsekvenser for praksis de forskjellige oppfatningene kan medføre. **

• Lyster, Solveig-Alma Halaas & Frost, Jørgen (2008). Lese- og skriveopplæring på språklig grunnlag. Forebygging av vansker. In Befring, Edvard & Tangen, Reidun (Ed.), Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202275938. p. 250–277. Full text in Research Archive Show summary

  Boka gir en bred presentasjon av kunnskapsstatus på et mangslungent fagfelt. Forfatterne viser at spesialpedagogikk i første rekke skal bidra til verdige vilkår for læring, utvikling og livsutfoldelse for barn, ungdom og voksne som møter funksjonshemmende barrierer i livet. De skriver om nye perspektiver og aktuell teoretisk, empirisk og praktisk kunnskap på alle områder av spesialpedagogikken. Etikk, verdier og refleksjoner om framtidige muligheter og utfordringer utgjør sentrale problemfelt. Dette er det mest allsidige verket i spesialpedagogikk i en norsk og nordisk sammenheng. Alle forfatterne har tilknytning til landets ledende spesialpedagogiske fagmiljø, Institutt for spesialpedagogikk, Universitetet i Oslo.

• Lyster, Solveig-Alma Halaas (2008). Barns språkvansker - generelle og spesifikke tiltak. In Bele, Irene Velsvik (Eds.), Språkvansker. Teoretiske perspektiver og praktiske utfordringer. Cappelen Damm Akademisk. ISSN 9788202277246. p. 147–164. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2008). Lesing - en språklig prosess.....lese- og skrivevansker en språklig svikt. Norsk tidsskrift for logopedi. ISSN 0332-7256. 53(1), p. 17–20. Full text in Research Archive
• Lyster, Solveig-Alma Halaas & Wormnæs, Siri (2008). Constructing Knowledge About Inclusive Classrooms Through DVD-based Learning: Bridging Theory and Practice. In Scruggs, Thomas E. & Mastropieri, Margo A. (Ed.), Personel Preparation (Advances in Learning and Behavioral Disabilities). JAI Press Ltd. ISSN 9781597492744. p. 125–149. Full text in Research Archive Show summary

  One of the challenges in educating teachers about inclusion, be it pre-service or in-service, is influencing the student's preconceptions and perspectives so that their newly acquired knowledge will guide their actions in the classroom. A DVD entitled Teachers for all, consisting of 40-50 video sequences recorded in Uganda and kenya, each followed by discussion questions, has been produced to meet this challenge. Lecturers at the Department of Special Needs Education at The University of Oslo, in collaboration with our partners in Uganda and Kenya, have been involved in the development of the content of the video recordings. The material has been tested at teacher education institutions in Uganda, Kenya an Norway. The topic of the material is the inclusive classroom, focusing on learners with special needs and on the teaching of reading. Video recordings of a total of 59 students' reflections and discussions and also information from their reflective notes, were transcribed and analysed. The project results show that the DVD material is promising; it is user-friendly providing students with new outlooks about teaching and learning. Results of the study indicate that video sequences have the potential to be used in training students to observe signigicant details for implementing inclusive eduacation.

• Lyster, Solveig-Alma Halaas (2007). Reading Development and Reading Disabilities: Focus on Norway. In Scruggs, Thomas E. & Mastropieri, Margo A. (Ed.), Advances in Learning and Behavioral Disabilities. International Percpectives. Elsevier. ISSN 9780762314409. p. 21–56. Full text in Research Archive Show summary

  Literacy research in Norway has focused on many areas. Dyslexia has been one main area for many years. The last years' many approaches have been taken to understand how reading disabilites can be prevented and to understand the connection between the spoken and written language. a school reform reducing the age of admission to school from seven to six from 1997 has had the effect of stimulating research in the field of reading development. Norwegian orthography is describes as semi-transparent. Studies of Norwegian children with dyslexia break the alphabetic code rather easily. Also, Norway isan advanced, rich country with a clear commitment to equity. These are som reasons why Norway schould get good results on international reading achievement tests. The results from different international reading assesments, however, have worried the Norwegian Government. The Organisation for Economic Cooperation and Development (OECD) has clearly stated that Norway has a job to do in terms of equity. In most reading achievement test, Norway shows a wider spread of outcomes that many other OECD countries. The Norwegian school reform of 1997 has not been a great success in the area of children's literacy development. The international results and the evaluation of the reform had led to a range og initiatives from the Government and to yet another reform with a new curriculum. In this new curriculum, there is a somewhat clearer focus on benchmarks to be achieved. There is, however, little consentration on what to do when children fall behind their peers for no apparent reason. The school authorities hope, however, that the initiatives that are taken will make a difference.

• Hagtvet, Bente Eriksen; Hagtvet, Knut Arne & Lyster, Solveig-Alma Halaas (2006). Longitudinal Connection Between Oral and Written Language Skills in Children at Risk for Dylexia. Submitted. Developmental Psychology. ISSN 0012-1649. Full text in Research Archive
• Hagtvet, Bente Eriksen; Helland, Turid & Lyster, Solveig-Alma Halaas (2006). Literacy Acquisition in Norwegian. In Joshi, R. Malatesha & Aaron, P.G (Ed.), Handbook of orthography and literacy. Lawrence Erlbaum Associates. ISSN 9780805846522. p. 15–31. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Language, Reading and Self-Esteem. In Johnsen, Berit Helene (Eds.), Towards Inclusion Book No.3: Socio-emotional Growth and Development of Learning Strategies. Unipub forlag. ISSN 9788274771437. p. 399–413. Full text in Research Archive

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• Berggren, Tove; Lyster, Solveig Alma Halaas & Heimer, Maria (2022). Krumelurkul. Lärarhandledning. Studentlitteratur AB. ISBN 9789144154978. 272 p. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2019). Elever med lese-og skrivevansker. Hva vet vi? Hva gjør vi? Revidert utgave. Cappelen Damm AS. ISBN 9788202625344. 132 p. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2012). Elever med lese- og skrivevansker. Hva vet vi? Hva gjør vi? Cappelen Damm Akademisk. ISBN 9788202365158. 110 p. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2011). Å lære å lese og skrive - individ i kontekst. Gyldendal Akademisk. ISBN 9788205400504. 189 p. Full text in Research Archive

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• Lyster, Solveig Alma Halaas; Melby-Lervåg, Monica & Hofslundsengen, Hilde Christine (2025). Lese- og skrivevansker. In Befring, Edvard (Eds.), Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202839888. p. 379–410. Full text in Research Archive Show summary

  Spesialpedagogikk, som er det mest omfattende og allsidige verket om spesialpedagogikk i Norge, kommer nå i sin 7. utgave. Bokas fire deler omhandler disse temaene:Spesialpedagogikkens identitet som et mangfoldig lærings- og verdifag: faglige perspektiver og forståelsesmåter, etikk, opplæringsrettigheter, historiske grunntrekk og spesialpedagogisk kompetanseutvikling. Spesialpedagogiske grunnleggende arbeidsoppgaver: inkludering, kartlegging, forebygging, den spesialpedagogiske tiltakskjeden og samarbeid med foreldre, PPT og andre. Spesialpedagogiske støtte- og hjelpetiltak for en mangfoldig målgruppe: kommunikasjons- og språkforstyrrelser, lese- og skrivevansker, matematikkvansker, utviklingshemming, hørsels- og synsvansker, fysisk-motoriske funksjonshemminger, psykososial sårbarhet, migrasjonsrelaterte vansker, autisme og barn og unge med stort læringspotensial. Spesialpedagogikk i barnehage og skole: barnehage, grunnskole, videregående opplæring og skolelivsmestring. Boka retter seg primært til bachelor- og masterstudenter i spesialpedagogikk og studenter i lærerutdanningene, men er også velegnet i pedagogikk-, sosial- og helsefagene. Forfatterne er rekruttert fra de fremste studie- og forskningsmiljøene i Norge.

• Lyster, Solveig Alma Halaas (2025). Learning words and understanding their morphological structures. In Reichenberg, Monica; Swärd, Ann-Katrin & Shipton, Catherine (Ed.), Positive special education. Theories. applications and inspiration. Routledge. ISSN 9781032833989. p. 112–123. Full text in Research Archive Show summary

  Positive Special Education spotlights the power of positive special education, combining insights from researchers and teachers in special education from several countries. The expert team of authors, being both teachers and academics, highlight the powerful influence of teachers fostering optimistic approaches as well as the impact a positive educational experience has on young students. Instead of focusing on medical perspectives and individual difficulties, this book’s uniqueness lies in showcasing how educators, students, and care workers can be empowered to overcome daily challenges by changing beliefs and attitudes. Based on extensive experience in schools across Sweden and the UK, this book:contains a history of positive special education and central theoretical concepts such as self-efficacy, implicit theories, and inclusionexplores the potential of digital tools and how they can support students with their learning and developmentfocuses on instructional methods in reading, writing, and vocabulary developmentPractical case studies throughout the book provide various examples for educators to apply the principles of positive special education in different learning environments. It is a must-read for teachers in SEND and mainstream schools, in preschool, pre-service teachers as well as undergraduate or masters’ students in education.

• Lyster, Solveig Alma Halaas (2023). Lese-og skrivevansker/dysleksi i et historisk perspektiv, Fra begynnelsen. Norsk logopedlag 75 år, 1948-2023. Organisasjon og fag.. Norsk logopedlag. ISSN 9788293005049. p. 158–171. Full text in Research Archive
• Lyster, Solveig Alma Halaas (2023). Att skapa goda förutsättningar för elevers läsutveckling i andra klass, Krumelurkul 2. Lärarpaket. Studentlitteratur. ISSN 9789144161457. Full text in Research Archive
• Lyster, Solveig Alma Halaas (2022). Att arbeta med eleversläsutveckling, Krumelurkul. Lärarhandledning. Studentlitteratur AB. ISSN 9789144154978. Full text in Research Archive
• Lyster, Solveig Alma Halaas (2022). TIDLIG KARTLEGGING – TIDLIG INNSATS EN VURDERING AV STAS JUNIOR – STANDARDISERT TEST I AVKODING OG STAVING FOR DE YNGSTE ELEVENE. Norsk tidsskrift for logopedi. ISSN 0332-7256. Full text in Research Archive
• Lyster, Solveig Alma Halaas (2022). Att arbeta med elevers läsutveckling, Krumelurkul. Lärarhandledning. Studentlitteratur AB. ISSN 9789144154978. p. 32–41. Full text in Research Archive
• 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
• Lyster, Solveig Alma Halaas (2020). Att lӓra om ord och ordens morfologiska struktur. In Swӓrd, Ann-Katrin; Reichenberg, Monica & Fischbein, Siv (Ed.), Positiv spesialpedagogik Teorier och tillӓmpningar. Studentlitteratur AB. ISSN 9789144137544. p. 205–217. Full text in Research Archive
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard [Show all 10 contributors for this article] (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children. Full text in Research Archive
• Lyster, Solveig-Alma Halaas; Melby-Lervåg, Monica & Hofslundsengen, Hilde Christine (2019). Lese- og skrivevansker, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 338–364. Full text in Research Archive
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Bratlie, Siri Steffensen; Jarl, Kristensen; Valberg, Åsrun Edvardsen & Røe-Indregård, Hanne [Show all 9 contributors for this article] (2017). Learning Morphology with a Software App: the Effect of Input Variability. Full text in Research Archive
• 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. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2017). Om sammenhengen mellom ordforråd og leseforståelse og om tiltak som fremmer ordforrådsutviklingen. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2017). Morfemkunnskap, ordforråd og leseforståelse. Dyslexi. ISSN 1401-2480. 22(4), p. 22–27. Full text in Research Archive Show summary

  Artikkelen handler om sammenhengen mellom ordforråd og leseforståelse og om hvordan ord er bygd opp av meningsbærende enheter, morfem. Videre rettes fokus mot tiltak som fremmer den morfologiske bevisstheten og hvordan vi kan jobbe med barn og elevers ordforråd.

• Næss, Kari-Anne Bottegaard; Nygaard, Egil; Ostad, Johanne & Lyster, Solveig-Alma Halaas (2017). Vocabulary in children with Down syndrome. Full text in Research Archive
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2016). Preschool vocabulary and later reading comprehension ability: A systematic review. Full text in Research Archive
• Hjetland, Hanne Næss; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2016). Development of language and reading comprehension ability from 4 years to 4th grade. Full text in Research Archive
• 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. Full text in Research Archive 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.

• 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. Full text in Research Archive
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Næss, Kari-Anne Bottegaard & Wie, Ona Bø (2015). Hvordan kan vi best fremme ordlæring? Presentasjon av et nytt intervensjonsprosjekt for 6- og 7-åringer med typisk og atypisk utvikling. Full text in Research Archive
• Brinchmann, Ellen Iren; Hjetland, Hanne Næss & Lyster, Solveig-Alma Halaas (2015). Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Full text in Research Archive
• Næss, Kari-Anne Bottegaard; Nygård, Egil; Ostad, Johanne; Dolva, Anne-Stine & Lyster, Solveig-Alma Halaas (2015). The profile of social functioning in children with Down syndrome. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive Show summary

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• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2012). Bente E. Hagtvet (Department of Special Needs Education, University of Oslo)Solveig A.H. Lyster - The importance of preschool phonological and nonphonological skills to later reading skills in children at familial risk of dyslexia. Full text in Research Archive
• 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. Full text in Research Archive
• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2010). Language profiles in dyslexia:evidence from dyslexic parents and their offspring. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2009). Reading Development - the Role of Systematic Vocabulary Instruction. Full text in Research Archive
• Næss, Kari-Anne Bottegaard; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2009). Language phenotypes in children with Down syndrome: A preliminary meta-analytic review. Full text in Research Archive
• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2009). Early Markers of Dyslexia in a Transaparent orthography. Full text in Research Archive
• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2008). Longitudinal interrelations between general language skills, phonological awareness and reading in a semi regular orthography. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2008). Norsk standardisering av TROG-2 (Test for reception of grammar-2). En presentasjon og en vurdering. Norsk tidsskrift for logopedi. ISSN 0332-7256. 54(3), p. 25–26. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2007). Lesing-læring-utvikling. Om dialogen i leseprosessen og evaluering av leseforståelse. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2007). Norsk standardisering av TROG (Test of Reception of Grammar) og BPVS (British Picture Vocabulary Scale. Full text in Research Archive
• Lyster, Solveig-Alma Halaas & Hagtvet, Bente Eriksen (2007). Dyslexia in Norwegian: The role of phonology, grammar and semantics. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2007). Om lese- og skrivevansker - dysleksi. Nordlændingen, Autismeforeningen Nordland. ISSN 1504-3924. 07, p. 8–11. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2007). Å skape den gode leser. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2007). Språkutvikling. Hvordan legge til rette for et godt språkmiljø i barnehagen. Full text in Research Archive
• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2007). Oral and written language skills in poor and good readers. A longitudinell study of Norwegian children of familial risk of dyslexia age 5 through 9. Full text in Research Archive
• Hagtvet, Bente Eriksen & Lyster, Solveig-Alma Halaas (2007). At løfte sproget i hele uddannelsesforløpet. Full text in Research Archive
• Hagtvet, Bente Eriksen; Horn, Erna; Lervåg, Arne Ola & Lyster, Solveig-Alma Halaas (2006). EARLY ORAL LANGUAGE DEVELOPMENT IN DYSLEXIC CHILDREN: DELAYED OR TYPICAL? Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Lesevansker. Lesevansker for minoritetsspråklige. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Lingvistiske og kognitive profiler for 9-årige dårlige ordavkodere som har dårlig lesesforståelse og dårlige avkodere som har god leseforståelse. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Læring fra dag en for seksåringene. [Journal]. Dagsavisen. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Lesevansker. Leseopplæring for minoritetsspråklige. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Preschool oral language skills and variations in early literacy skills: Longitudinal relationships in children at familial risk of dyslexia. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2006). Lingvistiske og kognitive profiler for 9-årige dårlige avkodere som har dårlig leseforståelse og dårlige avkodere som har god leseforståelse. Full text in Research Archive
• Lyster, Solveig-Alma Halaas & Hagtvet, Bente Eriksen (2006). Lingvistic and cognitive profiles of dyslexic poor decoders-poor reading comprehenders and poor decoders-good reading comprehenders. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Kan løyse lese- og skrivevanskar. [Journal]. Vårt land. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Dette er prøvene de krangler om. [Journal]. Aftenposten. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). barn med dysleksi og konsentrasjonsproblemer kan bli bedre ved å få i seg litt fiskeolje. [Journal]. Verdens Gang (VG). Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Challenges learning to read in a second language. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Action on Special Needs Education - Education for all. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Strategier för läsutveckling. Full text in Research Archive
• Lyster, Solveig-Alma Halaas (2005). Om leseforståelse og utvikling av gode leseforståelsesstrategier. Full text in Research Archive
• Aas, Marit; Aubert, Vera Grønborg; Lyster, Solveig A. & Piltingsrud, Kirsten (2006). Hvordan løfte en hel skole? Aksjonslæring som utviklingsstrategi for å få en bedre leseundervisning. Universitetet i Oslo. ISSN 9788290904840. Full text in Research Archive

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