Monica Melby-Lervåg

Bilde av Monica Melby-Lervåg
English version of this page
Telefon +47 22858138
Rom 480 Helga Engs hus
Treffetider Etter avtale
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0371 OSLO
Postadresse Postboks 1140 Blindern 0318 Oslo

Blogg:

 

Faglige interesser

  • Mitt forskningsfokus er hovedsakelig rettet mot språk- og leseutvikling hos barn og barn med dysleksi, spesifikke språkvansker: I tillegg er jeg også spesielt interessert i språk og leseutvikling hos minoritetsspråklige/flerspråklige barn.
  • Jeg er spesielt interessert i pedagogisk psykologisk rådgivning, utredning og pedagogiske tiltak  og mye av min forskning gjenspeiler dette.
  • Jeg har også en spesiell interesse for kvantitativ metode, og meta-analyse og eksperiment er mitt hovedfokus innenfor dette.

Undervisning

Jeg har undervist/underviser på ulike nivåer på Institutt for spesialpedagogikk, for eksempel:

  • SPED4010/Vitenskapsteori, forskningsmetode og statistikk: Kvantitative design og kusal metodologi
  • PED4100/Teori og praksis i pedagogisk psykologisk rådgivning: Lesing og leseforståelse
  • SPED3010/Leseutvikling og lesevansker: Koordinator
  • Phd kurs i Meta-analyse
  • Phd kurs i Forskningsmetode og design
  • Diverse knyttet til test og utredning.

Bakgrunn

  • Jeg har tidligere arbeidet som pedagogisk psykologisk rådgiver i PPT og spesialpedagogisk rådgiver ved Torshov kompetansesenter. Dette arbeidet omfattet utredning av barn med generelle lærevansker, spesifikke språkvansker, dysleksi og ADHD. I tillegg arbeidet jeg da også med rådgivning til foreldre og lærere angående tiltak i forhold til dette.
  • I 2008 fullførte jeg min Phd avhandling "Phonological representations, verbal short-term memory and reading skills". Denne studien involverer en serie treningseksperimenter som har til hensikt å undersøke årssaksammenhenger I forholdet mellom fonologisk bevissthet, verbalt korttidsminne og leseferdigheter. I tillegg omfattet studien flere meta-analyser hvor jeg undersøkte hvordan barn med dysleksi presterer på tester av fonologisk bevissthet og verbalt korttidsminne.
  • I 2009 startet jeg som Post doc (FRISAM finansiert) på et prosjekt som omhandler språk og leseferdigheter hos minoritetsspråklige.
  • Jeg arbeider nå med prosjekter knyttet til effekten av språkstimueringstiltak i barnehage, og diverse kunnskapsoversiketer (meta-analyser)
  • Mer om mine prosjekter og forskning kan du se i Cristin

Verv

Har tidligere vært:

Prodekan for forskning på det Utdanningsvitenskapelige fakultet.

Samarbeid

Jeg samarbeider også med Arne Lervåg, Pedagogisk forskningsinstitutt
 

Emneord: meta-analyse, språkstimulering, kunnskapsoppsummering, arbeidshukommelse, dysleksi, språkvansker, Minoritetsspråklige, barn og unge

Publikasjoner

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. Accepted for revision 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.

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,

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, Arne & Melby-Lervåg, Monica (2022). Modeling the Development of Reading Comprehension. I Snowling, Margaret J.; Hulme, Charles & Nation, Kate (Red.), The Science of Reading: A Handbook (Wiley Blackwell Handbooks of Developmental Psychology) 2nd Edition. Wiley-Blackwell. ISSN 978-1-119-70509-3. s. 280–297.
  • Lervåg, Arne & Melby-Lervåg, Monica (2022). Early prediction of learning outcomes in reading. I Skeide, Michael A. (Red.), he Cambridge Handbook of Dyslexia and Dyscalculia (Cambridge Handbooks in Psychology). Cambridge University Press. ISSN 9781108973595. s. 305–317.
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 1–18. doi: 10.23865/njlr.v7.2814. Fulltekst i vitenarkiv
  • 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), s. 749–770. doi: 10.1037/dev0001172. Fulltekst i vitenarkiv
  • 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. 63(5), s. 507–518. doi: 10.1111/jcpp.13536. Fulltekst i vitenarkiv
  • Hagen, Åste Mjelve; Knoph, Rebecca; Hjetland, Hanne Næss; Rogde, Kristin; Lawrence, Joshua & Lervåg, Arne [Vis alle 7 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv
  • 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), s. 53–72. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. s. 1–18. doi: 10.1080/00313831.2020.1869823. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 372–377. doi: 10.1177/0963721420923684. Fulltekst i vitenarkiv
  • 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. 146(12), s. 1059–1083. 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), s. 399–409. doi: 10.1177/0022219420911634. Fulltekst i vitenarkiv
  • 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, s. 1–23. doi: 10.1016/j.edurev.2020.100323. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 1–37. doi: 10.1002/cl2.1059. Fulltekst i vitenarkiv
  • 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), s. 1–21. doi: 10.1002/cl2.1062. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 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. s. 1–26. doi: 10.1080/00313831.2017.1420685. Fulltekst i vitenarkiv
  • 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), s. 1821–1838. doi: 10.1111/cdev.12861. Fulltekst i vitenarkiv
  • 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), s. 39–54. doi: 10.1080/13632752.2017.1316473. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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), s. 1132–1140. doi: 10.1111/jcpp.12762. Fulltekst i vitenarkiv
  • 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), s. 177–201. doi: 10.1002/rrq.159. Fulltekst i vitenarkiv
  • 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, s. 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), s. 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), s. 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), s. 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), s. 1–40. doi: 10.1002/CL2.139. Fulltekst i vitenarkiv
  • 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), s. 146–154. doi: 10.1111/desc.12202. Fulltekst i vitenarkiv
  • 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), s. 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. I Glaser, Vibeke; Størksen, Ingunn & Drugli, May Britt (Red.), 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. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 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), s. 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), s. 409–433. doi: 10.1037/a0033890. Fulltekst i vitenarkiv
  • Melby-Lervåg, Monica & Hulme, Charles (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology. ISSN 0012-1649. 49(2), s. 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. I Johnsen, Berit Helene (Red.), 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. s. 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), s. 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), s. 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), s. 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), s. 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), s. 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)), s. 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), s. 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), s. 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), s. 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), s. 41–51.
  • Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Melby-Lervåg, Monica; Næss, Kari-Anne Bottegaard; Hjetland, Hanne Næss & Engevik, Liv Inger [Vis alle 10 forfattere av denne artikkelen] (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), s. 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), s. 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), s. 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), s. 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), s. 5–12.
  • 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.

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  • 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 s.

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  • Keles, Serap; Ten Braak, Dieuwer; Hagen, Åste Marie Mjelve & Melby-Lervåg, Monica (2022). Validity and effectiveness of screening assessments within the three-tier model: Protocol for a systematic review and meta-analysis.
  • 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. [Avis]. 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. s. 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? [Internett]. KK.no.
  • Arnesen, Anne; Smolkowski, Keith; Baker, Scott; Braeken, Johan; Meek-Hansen, Wilhelm & Ogden, Terje [Vis alle 7 forfattere av denne artikkelen] (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? [Avis]. 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), s. 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.
  • Næss, Kari-Anne Bottegaard; Lyster, Solveig-Alma Halaas & Melby-Lervåg, Monica (2009). Language phenotypes in children with Down syndrome: A preliminary meta-analytic review.
  • Melby-Lervåg, Monica & Hulme, Charles (2009). The Relationship Between Free recall, Serial Recall and Phonological Skills.
  • Melby-Lervåg, Monica & Hulme, Charles (2009). Language representations and verbal short-term memory.
  • Melby-Lervåg, Monica & Hulme, Charles (2009). Phonological representations and verbal short-term memory.
  • Melby-Lervåg, Monica (2009). Phonological representations, verbal short-term memory and reading skills. Unipub forlag.

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Publisert 18. aug. 2010 10:25 - Sist endret 17. nov. 2022 12:34