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Institutt for lærerutdanning og pedagogikk monica.melby-lervag@uit.no Tromsø

Melby-Lervåg, Monica


Professor

Stillingsbeskrivelse

Jeg arbeider på utdanningen i spesialpedagogikk, og har et spesielt fokus på språkvansker og dysleksi. Jeg er involvert i et forskningsrådsprosjekt som arbeider med å teste effekten av et lesetiltak for barn som har vansker med lesing.


  • Siri Steffensen Bratlie, Ellen Irén Brinchmann, Monica Melby-Lervåg, Janne von Koss Torkildsen :
    Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children
    Review of Educational Research 2022 DOI
  • Anita Lopez-Pedersen, Riikka Mononen, Pirjo Annika Aunio, Ronny Scherer, Monica Melby-Lervåg :
    Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial
    Remedial and special education 2022 ARKIV / DOI
  • Arne Lervåg, Monica Melby-Lervåg :
    Modeling the Development of Reading Comprehension
    Wiley-Blackwell 2022
  • Arne Lervåg, Monica Melby-Lervåg :
    Early prediction of learning outcomes in reading
    Cambridge University Press 2022
  • Hilde Lowell Gunnerud, Njål Foldnes, Monica Melby-Lervåg :
    Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition
    Reading and writing 2022 ARKIV / DOI
  • Gillian West, Monica Melby-Lervåg, Charles Hulme :
    Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review.
    Developmental Science 2021 ARKIV / DOI
  • Dacian Dolean, Arne Lervåg, Laura Visu-Petra, Monica Melby-Lervåg :
    Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language
    Reading and writing 2021 ARKIV / DOI
  • Anne C Thurmann-Moe, Monica Melby-Lervåg, Arne Lervåg :
    The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
    Annals of Dyslexia 2021 ARKIV / DOI
  • Anne C Thurmann-Moe, Monica Melby-Lervåg, Arne Lervåg :
    Single case design i evaluering av spesialpedagogiske tiltak. En gjennomgang av aktuelle analysemetoder for vurdering av effekt
    Spesialpedagogikk 2021 ARKIV
  • Åste Mjelve Hagen, Rebecca Knoph, Hanne Næss Hjetland, Kristin Rogde, Joshua Lawrence, Arne Lervåg m.fl.:
    Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers
    Scandinavian Journal of Educational Research 2021 ARKIV / DOI
  • Anne C Thurmann-Moe, Monica Melby-Lervåg, Arne Lervåg :
    Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial
    Scandinavian Journal of Educational Research 2021 ARKIV / DOI
  • Jannicke Karlsen, Hanne Næss Hjetland, Bente Eriksen Hagtvet, Johan Braeken, Monica Melby-Lervåg :
    The concurrent and longitudinal relationship between narrative skills and other language skills in children
    First language 2021 ARKIV / DOI
  • Tonje Amland, Arne Lervåg, Monica Melby-Lervåg :
    Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?
    Frontiers in Human Neuroscience 2021 ARKIV / DOI
  • Kristin Rogde, Åste Mjelve Hagen, Arne Lervåg, Monica Melby-Lervåg :
    Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests
    Nordic Journal of Literacy Research 09. februar 2021 ARKIV / DOI
  • Enrica Donolato, Ramona Cardillo, Irene C. Mammarella, Monica Melby-Lervåg :
    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 2021 ARKIV / DOI
  • Charles Hulme, Margaret J. Snowling, Gillian West, Arne Lervåg, Monica Melby-Lervåg :
    Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy
    Current Directions in Psychological Science 2020 ARKIV / DOI
  • Siri Saugestad Helland, Espen Røysamb, Ragnhild Eek Brandlistuen, Monica Melby-Lervåg, Kristin Gustavson :
    A Common Family Factor Underlying Language Difficulties and Internalizing Problems: Findings From a Population-Based Sibling Study
    Journal of Learning Disabilities 2020 ARKIV / DOI
  • Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Charles Hulme, Monica Melby-Lervåg :
    Preschool pathways to reading comprehension: A systematic meta-analytic review
    Educational Research Review 2020 ARKIV / DOI
  • Anita Lopez-Pedersen, Riikka Mononen, Johan Korhonen, Pirjo Aunio, Monica Melby-Lervåg :
    Validation of an Early Numeracy Screener for First Graders
    Scandinavian Journal of Educational Research 09. januar 2020 ARKIV / DOI
  • Hilde Lowell Gunnerud, Dieuwer ten Braak, Elin Kirsti Lie Reikerås, Enrica Donolato, Monica Melby-Lervåg :
    Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis
    Psychological bulletin 2020 DOI
  • Monica Melby-Lervåg, Åste Mjelve Hagen, Arne Lervåg :
    Disentangling the far transfer of language comprehension gains using latent mediation models
    Developmental Science 2019 ARKIV / DOI
  • Kristin Rogde, Åste Mjelve Hagen, Monica Melby-Lervåg, Arne Lervåg :
    The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review
    Campbell systematic reviews 2019 ARKIV / DOI
  • Dacian Dolean, Monica Melby-Lervåg, Ioana Tincas, Crina I. Damsa, Arne Lervåg :
    Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty.
    Learning and Instruction 2019 ARKIV / DOI
  • Arne Lervåg, Dacian Dolean, Ioana Tincas, Monica Melby-Lervåg :
    Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty
    Developmental Science 2019 ARKIV / DOI
  • Hanne Næss Hjetland, Arne Lervåg, Solveig-Alma Halaas Lyster, Bente Eriksen Hagtvet, Charles Hulme, Monica Melby-Lervåg :
    Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age
    Journal of Educational Psychology 2019 DOI
  • Anders Nordahl-Hansen, Enrica Donolato, Arne Lervåg, Courtenay Frazier Norbury, Monica Melby-Lervåg :
    PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review
    Campbell systematic reviews 2019 ARKIV / DOI
  • Anne Arnesen, Keith Smolkowski, Terje Ogden, Monica Melby-Lervåg :
    Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6
    Emotional and Behavioural Difficulties 2018 ARKIV / DOI
  • Arne Lervåg, Charles Hulme, Monica Melby-Lervåg :
    Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex
    Child Development 2018 ARKIV / DOI
  • Anne Arnesen, Johan Braeken, Terje Ogden, Monica Melby-Lervåg :
    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 2018 ARKIV / DOI
  • Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Monica Melby-Lervåg :
    Preschool predictors of later reading comprehension ability: a systematic review
    Campbell systematic reviews 2017 ARKIV / DOI
  • Åste Mjelve Hagen, Monica Melby-Lervåg, Arne Lervåg :
    Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial.
    Journal of Child Psychology and Psychiatry 2017 ARKIV / DOI
  • Serap Keles, Dieuwer Ten Braak, Åste Marie Mjelve Hagen, Monica Melby-Lervåg :
    Validity and effectiveness of screening assessments within the three-tier model: Protocol for a systematic review and meta-analysis
    2022
  • Steinar Kristoffersen, Monica Melby-Lervåg, Solveig Mikkelsen :
    Foreslår å begrense antall søknader som blir vurdert
    31. mars 2020 FULLTEKST
  • Hanne Næss Hjetland, Åste Mjelve Hagen, Kristin Rogde, Rebecca Knoph, Monica Melby-Lervåg :
    LURI: A Listening Comprehension Measure for Preschool Children.
    2020
  • Siri Steffensen Bratlie, Ellen Iren Brinchmann, Monica Melby-Lervåg, Janne von Koss Torkildsen :
    Morphological knowledge in language minority children compared with monolingual children: A meta-analysis
    2019
  • Solveig-Alma Halaas Lyster, Monica Melby-Lervåg, Hilde Christine Hofslundsengen :
    Lese- og skrivevansker
    Cappelen Damm Akademisk 2019
  • Siri Steffensen Bratlie, Ellen Iren Brinchmann, Monica Melby-Lervåg, Janne von Koss Torkildsen :
    Morphological Knowledge of Children with Language Minority Backgrounds and Monolingual children: A Meta-Analysis
    2019
  • Hilde Lowell Gunnerud, Dieuwer ten Braak, Elin Kirsti Lie Reikerås, Monica Melby-Lervåg :
    Har flerspråklighet en kognitiv fordel? Foreløpige resultater fra en meta-analyse.
    2019
  • Kari-Anne Bottegaard Næss, Monica Melby-Lervåg :
    Manglende retningslinjer ved permisjoner kan gi kvinnefrafall i akademia
    Forskning.no 2019
  • Trude Nergård-Nilssen, Monica Melby-Lervåg, Minna Torppa :
    Parental reading comprehension predicts children’s outcomes: A longitudinal family-risk study
    2018
  • Anita Lopez-Pedersen, Riikka Mononen, Pirjo Annika Aunio, Monica Melby-Lervåg :
    Improving numeracy skills in low performing first graders: A randomized controlled trial.
    2018
  • Hilde Lowell Gunnerud, Dieuwer ten Braak, Monica Melby-Lervåg :
    Gir det en kognitiv fordel å være flerspråklig?
    2018
  • Jannicke Karlsen, Linda Larsen, Hanne Næss Hjetland, Margareth Snowling, Monica Melby-Lervåg :
    The relationship between socioeconomic factors and language comprehension: A systematic review
    2018
  • Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Monica Melby-Lervåg :
    Preschool predictors of later reading comprehension ability: a Campbell systematic review
    2018
  • Anders Nordahl-Hansen, Arne Lervåg, Courtenay Norbury, Monica Melby-Lervåg :
    Language-based interventions for improving oral Language outcomes in children With ASD and other Neurodevelopmental disorders
    2018
  • Hilde S. Rui, Torfinn Ørmen, Håkan Sundberg, Monica Melby-Lervåg :
    Hvordan lærer hjernen?
    2017
  • Anne Arnesen, Keith Smolkowski, Scott Baker, Johan Braeken, Wilhelm Meek-Hansen, Terje Ogden m.fl.:
    Assessing Elementary Students’ Social Functioning and Reading Proficiency
    2017
  • Pernille Hansen, Monica Melby-Lervåg, Anette Snarby :
    Har ikke barnet begynt å snakke ennå?
    01. juli 2017 FULLTEKST
  • Hanne Næss Hjetland, Arne Lervåg, Solveig-Alma Halaas Lyster, Bente Eriksen Hagtvet, Charles Hulme, Monica Melby-Lervåg :
    Pathways to Reading Comprehension: A Longitudinal Study from 4 to 9 Years of Age
    2017
  • Jannicke Karlsen, Hanne Næss Hjetland, Bente Eriksen Hagtvet, Monica Melby-Lervåg :
    Concurrent and predictive validity of the Renfrew bus story test
    2017

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