Tonje Amland

• Grande, German; Amland, Tonje; Bergen, Elsje van; Melby-Lervåg, Monica & Lervåg, Arne (2025). The intergenerational impact of mothers and fathers on children’s word reading development. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. 66(7), s. 946–955. doi: 10.1111/jcpp.14107. Fulltekst i vitenarkiv Vis sammendrag

  Background Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors. Methods We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects.

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• Lopez-Pedersen, Anita & Amland, Tonje (2026). Matematikkvansker. Fulltekst i vitenarkiv
• Amland, Tonje; Rønneberg, Vibeke & Lopez-Pedersen, Anita (2026). Development of a mathematical language test: capturing math-specific vocabulary, a proximal language skill or math skills? doi: https:/www.helsinki.fi/en/conferences/earli-sig-15-conference-2026. Fulltekst i vitenarkiv
• Rønneberg, Vibeke; Amland, Tonje; Solheim, Oddny Judith; Lervåg, Arne; Melby-Lervåg, Monica & Ertesvåg, Sigrun K. [Vis alle 7 forfattere av denne artikkelen] (2026). Improving Reading And Mathematical Skills Through an Integrated Intervention: A Multi-site Randomized Trial. doi: https:/www.the-mcls.org/conferences/mcls-2026-padua. Fulltekst i vitenarkiv
• Amland, Tonje; Lopez-Pedersen, Anita & Rønneberg, Vibeke (2026). Self-efficacy in Mathematics and Reading in Early Primary School: Links to Skill Development, Gender and Parents’ Difficulties. Fulltekst i vitenarkiv
• Lopez-Pedersen, Anita; Amland, Tonje; Solheim, Oddny Judith; Melby-Lervåg, Monica & Rønneberg, Vibeke (2025). Improving Reading And Mathematical Skills Through a Combined Intervention: A Multi-site Randomized Trial. Fulltekst i vitenarkiv Vis sammendrag

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

• Lopez-Pedersen, Anita; Rønneberg, Vibeke & Amland, Tonje (2025). Developing an assessment tool in early mathematics: The ABC123 Mathematical Language Test. Fulltekst i vitenarkiv Vis sammendrag

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

• Amland, Tonje; Grande, German; Melby-Lervåg, Monica; Bergen, Elsje van & Lervåg, Arne (2025). The Intergenerational Impact of Mothers and Fathers on Children’s Arithmetic Development. Fulltekst i vitenarkiv Vis sammendrag

  Several studies have investigated the associations between the home numeracy environment (HNE) and children’s mathematical skills. Collectively, findings point in different directions. An aspect rarely considered in HNE studies, are parent’s mathematical abilities. Parental abilities carry the potential to serve as a proxy for genetic transmission and therefore shed light on the intergenerational impact of parents on children’s achievement. In this study, we asked whether reported numeracy activities in the home and parent’s arithmetic ability both predict children’s arithmetic skill development.

• Vartun, Marika & Amland, Tonje (2025). Matnyttige tips fra forsker til foreldre med høye skuldre før skolestart - Institutt for spesialpedagogikk. [Internet]. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv Vis sammendrag

  Vi spør en forsker på tallforståelse og matematikkvansker om råd før skolestart.

• Melby-Lervåg, Monica; Rønneberg, Vibeke; Lopez-Pedersen, Anita; Amland, Tonje; Solheim, Oddny Judith & Lervåg, Arne (2025). Improving reading and mathematical skills through an integrated intervention: a multi-site randomized trial. Fulltekst i vitenarkiv

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