Monica Melby-Lervåg
Research for better learning opportunities for all children.
PROFESSOR · UNIVERSITY OF OSLO

Monica Melby-Lervåg

I study how children develop language, reading and mathematical skills, why learning difficulties emerge, and which educational interventions help children learn.

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RESEARCH

Research projects and areas

Research centres and four core areas of work on children’s learning, development and intervention.

CREATE centre of excellence award ceremony
CENTRE OF EXCELLENCE · 2023–2033

CREATE

Centre for Research on Equality in Education. Understanding and reducing inequalities in learning.

Monica Melby-Lervåg with a colleague at the University of Oslo
RESEARCH CENTRE · 2021–2026

SpedAims

Research on special educational needs, assessment and inclusive education.

Illustration for Language Development, Disorders, and Interventions
RESEARCH AREA

Language Development, Disorders, and Interventions

Understanding oral language development, developmental language difficulties, and the effects of interventions.

View publications (28)
  1. Dolean, D. D., Lervåg, A. O., & Melby-Lervåg, M. (2026). The Effectiveness of a Language Comprehension Intervention on the Language, Reading, and Writing Skills of Socioeconomically Disadvantaged Students. Reading Research Quarterly, 61(3). DOI / source ↗
  2. Hagen, Å. M., Rogde, K., Lervåg, A., Melby-Lervåg, M., & Norbury, C. (2026). Long-term prognosis of low language proficiency in children. The Cochrane library, 2026(6). DOI / source ↗
  3. Hagen, Å. M., Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2025). Do the Effects of a Preschool Language Intervention Last in the Long Run? A 4-Year Follow-Up Study. Psychological Science, 36(12), 887-898. DOI / source ↗
  4. Grande, G., Diamanti, V., Protopapas, A., Melby-Lervåg, M., & Lervåg, A. (2024). The development of morphological awareness and vocabulary: What influences what? Applied Psycholinguistics. DOI / source ↗
  5. Nag, S., Vagh, S. B., Dulay, K. M., Snowling, M., Donolato, E., & Melby-Lervåg, M. (2024). Home Learning Environments and Children’s Language and Literacy Skills: A Meta-Analytic Review of Studies Conducted in Low- and Middle-Income Countries. Psychological bulletin, 150(2), 132-153. DOI / source ↗
  6. Donolato, E., Toffalini, E., Rogde, K., Nordahl-Hansen, A., Lervåg, A., Norbury, C. F., & Melby-Lervåg, M. (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell Systematic Reviews, 19(4), 1-48. DOI / source ↗
  7. Bratlie, S. S., Brinchmann, E. I., Melby-Lervåg, M., & Torkildsen, J. V. K. (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. DOI / source ↗
  8. Donolato, E., Cardillo, R., Mammarella, I. C., & Melby-Lervåg, M. (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, 63(5), 507-518. DOI / source ↗
  9. Karlsen, J., Hjetland, H. N., Hagtvet, B. E., Braeken, J., & Melby-Lervåg, M. (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children. First language. DOI / source ↗
  10. Rogde, K., Hagen, Å. M., Lervåg, A., & Melby-Lervåg, M. (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, 7(2), 1-18. DOI / source ↗
  11. Helland, S. S., Røysamb, E., Brandlistuen, R. E., Melby-Lervåg, M., & Gustavson, K. (2020). A Common Family Factor Underlying Language Difficulties and Internalizing Problems: Findings From a Population-Based Sibling Study. Journal of Learning Disabilities, 53(5), 399-409. DOI / source ↗
  12. Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science, 29(4), 372-377. DOI / source ↗
  13. Melby-Lervåg, M., Hagen, Å. M., & Lervåg, A. (2019). Disentangling the far transfer of language comprehension gains using latent mediation models. Developmental Science. DOI / source ↗
  14. Nordahl-Hansen, A., Donolato, E., Lervåg, A., Norbury, C. F., & Melby-Lervåg, M. (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell Systematic Reviews, 15:e1062(4), 1-21. DOI / source ↗
  15. Rogde, K., Hagen, Å. M., Melby-Lervåg, M., & Lervåg, A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews, 15:e1059(4), 1-37. DOI / source ↗
  16. Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2016). Improving the linguistic comprehension skills of second-language learners in preschool: A randomized trial study. Journal of Research on Educational Effectiveness. DOI / source ↗
  17. Klem, M., Melby-Lervåg, M., Hagtvet, B. E., Lyster, S. H., Gustafsson, J., & Hulme, C. (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science, 18(1), 146-154. DOI / source ↗
  18. Hagen, Å. M. M., Melby-Lervåg, M., & Lervåg, A. (2015). Barn som strever med språk og leseferdigheter: Hvilke tiltak virker? In Solem, C. (Ed.), Dysleksivennlig skole. Dysleksi Norge.
  19. Hagen, Å. M. M., Melby-Lervåg, M., & Lervåg, A. (2014). Barn som strever med språk og leseferdigheter: Hvilke tiltak virker? Norwegian tidsskrift for logopedi, 60(4), 6-13.
  20. Lervåg, A. & Melby-Lervåg, M. (2014). Utvikling av språk og leseferdigheter hos minoritetsspråklige. In Wittek, L. & Stray, J. H. (Eds.), Pedagogikk - en grunnbok (pp. 437-453). Cappelen Damm Akademisk.
  21. Melby-Lervåg, M. & Lervåg, A. (2014). Språklig utvikling hos barn fra null til fem år. In Glaser, V., Størksen, I., & Drugli, M. B. (Eds.), Utvikling, lek og læring i barnehagen. Forskning og praksis. Fagbokforlaget.
  22. Melby-Lervåg, M. (2013). Preventing Literacy Failure in Children at Risk: Effects from a Preschool Intervention on Language and Literacy. A Comparative Study of Effects from an Oral Language Intervention on Native Norwegian Speaking Children and Bilingual Minority Children. In Johnsen, B. H. (Ed.), Research Project Preparation within Education and Special Needs Education. Introduction to Theory of Science, Project Planning and Research Plans (pp. 172-186). Cappelen Damm Akademisk.
  23. Melby-Lervåg, M. & Lervåg, A. (2012). Barnets språkutvikling. Spedbarnsboken, 140-140.
  24. Melby-Lervåg, M., Lervåg, A., Lyster, S. H., Klem, M., Hagtvet, B. E., & Hulme, C. (2012). Nonword repetition ability does not appear to be a causal influence on children’s vocabulary development. Psychological Science, 23(10), 1069-1098. DOI / source ↗
  25. Melby-Lervåg, M. (2011). Effekten av språkstimulering i førskolelader [i.e. førskolealder] på senere leseforståelse : hva kan forskning fortelle oss? Spesialpedagogikk, 76(2), 41-51.
  26. Næss, K. B., Lyster, S. H., Hulme, C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities, 32(6), 2225-2234. DOI / source ↗
  27. Melby-Lervåg, M. (2010). Kognitive markører for dysleksi og spesifikke språkvansker : utredning av dysleksi og spesifikke språkvansker: hvilke oppgaver er egnet som mulige kognitive markører? Skolepsykologi, 45(6), 37-56.
  28. Melby-Lervåg, M. (2010). Nonordrepetisjon og setningsminne hos barn med spesifikke språkvansker: Hva karakteriserer deres ferdigheter og hvordan kan dette tolkes? Norwegian tidsskrift for logopedi, 56(1), 5-12.
Illustration for Reading Development, Disorders, and Interventions
RESEARCH AREA

Reading Development, Disorders, and Interventions

Investigating how reading develops, why difficulties arise, and which approaches improve reading skills.

View publications (31)
  1. Grande, G., Amland, T., Bergen, E. V., Melby-Lervåg, M., & Lervåg, A. (2025). The intergenerational impact of mothers and fathers on children’s word reading development. Journal of Child Psychology and Psychiatry, 66(7), 946-955. DOI / source ↗
  2. Walquist-Sørli, L., Melby-Lervåg, M., Friborg, O., & Nergård-Nilssen, T. (2025). Speech sound skills, language comprehension, and early reading development in poor readers. Journal of Child Language. DOI / source ↗
  3. Lyster, S. A. H., Melby-Lervåg, M., & Hofslundsengen, H. C. (2025). Lese- og skrivevansker. In Befring, E. & Næss, K. B. (Eds.), Spesialpedagogikk (pp. 379-410). Cappelen Damm Akademisk.
  4. Diamanti, V., Grande, G. G., Protopapas, A., Melby-Lervåg, M., & Lervåg, A. (2024). Preschool Morphological Awareness and Developmental Change in Early Reading Ability. Scientific Studies of Reading. DOI / source ↗
  5. Sørli, L. W., Caglar-Ryeng, Ø., Furnes, B. R., Nilssen, T. N., Donolato, E., & Melby-Lervåg, M. (2024). Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis. Journal of Speech, Language and Hearing Research, 68(1), 164-177. DOI / source ↗
  6. Gunnerud, H. L., Foldnes, N., & Melby-Lervåg, M. (2022). Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition. Reading and writing. DOI / source ↗
  7. Lervåg, A. & Melby-Lervåg, M. (2022). Early prediction of learning outcomes in reading. In Skeide, M. A. (Ed.), he Cambridge Handbook of Dyslexia and Dyscalculia (Cambridge Handbooks in Psychology) (pp. 305-317). Cambridge University Press. DOI / source ↗
  8. Lervåg, A. & Melby-Lervåg, M. (2022). Modeling the Development of Reading Comprehension. In Snowling, M. J., Hulme, C., & Nation, K. (Eds.), The Science of Reading: A Handbook (Wiley Blackwell Handbooks of Developmental Psychology) 2nd Edition (pp. 280-297). Wiley-Blackwell.
  9. Dolean, D., Lervåg, A., Visu-Petra, L., & Melby-Lervåg, M. (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. DOI / source ↗
  10. Thurmann-Moe, A. C., Melby-Lervåg, M., & Lervåg, A. (2021). Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial. Scandinavian Journal of Educational Research, 1-18. DOI / source ↗
  11. Thurmann-Moe, A. C., Melby-Lervåg, M., & Lervåg, A. (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. DOI / source ↗
  12. Hjetland, H. N., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby-Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review, 30:100323, 1-23. DOI / source ↗
  13. Lervåg, A., Dolean, D., Tincas, I., & Melby-Lervåg, M. (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty. Developmental Science, 22(5). DOI / source ↗
  14. Dolean, D., Melby-Lervåg, M., Tincas, I., Damsa, C. I., & Lervåg, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63. DOI / source ↗
  15. Hjetland, H. N., Lervåg, A., Lyster, S. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age. Journal of Educational Psychology, 111(5), 751-763. DOI / source ↗
  16. Lyster, S. H., Melby-Lervåg, M., & Hofslundsengen, H. C. (2019). Lese- og skrivevansker. In Befring, E., Næss, K. B., & Tangen, R. S. (Eds.), Spesialpedagogikk (pp. 338-364). Cappelen Damm Akademisk.
  17. Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. Child Development, 89(5), 1821-1838. DOI / source ↗
  18. Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews, 14. DOI / source ↗
  19. Snowling, M. J. & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological bulletin, 142(5), 498-545. DOI / source ↗
  20. Hjetland, H. N., Brinchmann, E. I., Lyster, S. H., Hagtvet, B. E., & Melby-Lervåg, M. (2015). PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review. Campbell Systematic Reviews, 11(1), 1-40. DOI / source ↗
  21. Melby-Lervåg, M. & Lervåg, A. (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives (CDP), 8(2), 96-100. DOI / source ↗
  22. Melby-Lervåg, M. & Lervåg, A. (2014). Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners. Psychological bulletin, 140(2), 409-433. DOI / source ↗
  23. Melby-Lervåg, M. (2012). Arv, miljø og dysleksi : metoder, hovedfunn og implikasjoner for praksis. Spesialpedagogikk, 77(2), 43-55.
  24. Melby-Lervåg, M. & Lervåg, A. O. (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. DOI / source ↗
  25. Melby-Lervåg, M., Lyster, S. H., & Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological bulletin, 138(2), 322-352. DOI / source ↗
  26. Næss, K. B., Melby-Lervåg, M., Hulme, C., & Lyster, S. H. (2012). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities, 33(2), 737-747. DOI / source ↗
  27. Melby-Lervåg, M. & Lervåg, A. O. (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, 34(1), 114-135. DOI / source ↗
  28. Melby-Lervåg, M. & Lervåg, A. O. (2011). Hvilken betydning har morsmålsferdigheter for utviklingen av leseforståelse og dets underliggende komponenter på andrespråket? Norwegian pedagogisk tidsskrift, 95(5), 330-341.
  29. Melby-Lervåg, M. (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, 56(4), 363-380. DOI / source ↗
  30. Hagtvet, B. E., Lyster, S. H., Melby-Lervåg, M., Næss, K. B., Hjetland, H. N., Engevik, L. I., Hølland, S., Karlsen, J., Klem, M., & Kruse, J. (2011). Ordforråd i førskolealder og senere leseferdigheter - En metaanalytisk tilnærming. Spesialpedagogikk(1).
  31. Lervåg, A. O. & Melby-Lervåg, M. (2009). Muntlig språk, ordavkoding og leseforståelse hos tospråklige: En sammenfatning av empiriske studier. Norwegian pedagogisk tidsskrift, 93(4), 264-279.
Illustration for Mathematical Development, Difficulties, and Interventions
RESEARCH AREA

Mathematical Development, Difficulties, and Interventions

Studying early numeracy, mathematical learning difficulties, and evidence-based instruction.

View publications (5)
  1. Høgetveit, A. M., Canrinus, E. T., Donolato, E., & Melby‐Lervåg, M. (2026). Research Review: Mathematical skills in children with developmental language disorder – a systematic review and meta‐analysis. Journal of Child Psychology and Psychiatry. DOI / source ↗
  2. Wahl, H. N., Donolato, E., Melby-Lervåg, M., & Lervåg, A. (2025). The psychometric properties of two math anxiety scales in a sample of Norwegian primary school children. Scandinavian Journal of Educational Research, 70(1), 147-163. DOI / source ↗
  3. Amland, T., Grande, G., Scherer, R., Lervåg, A., & Melby-Lervåg, M. (2024). Cognitive Factors Underlying Mathematical Skills: A Systematic Review and Meta-Analysis. Psychological bulletin. DOI / source ↗
  4. Hoff, D. A., Amland, T., Melby-Lervåg, M., Lervåg, A., & Protopapas, A. (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology, 231. DOI / source ↗
  5. Amland, T., Lervåg, A., & Melby-Lervåg, M. (2021). Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Frontiers in Human Neuroscience, 14. DOI / source ↗
Illustration for Cognitive Development and Training
RESEARCH AREA

Cognitive Development and Training

Examining cognitive skills, individual differences, and the benefits and limits of cognitive training.

View publications (10)
  1. West, G., Melby-Lervåg, M., & Hulme, C. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Science, 57(5), 749-770. DOI / source ↗
  2. Gunnerud, H. L., Braak, D. T., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological bulletin, 146(12), 1059-1083. DOI / source ↗
  3. Melby-Lervåg, M. & Hulme, C. (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, 23(1), 324-330. DOI / source ↗
  4. Melby-Lervåg, M., Redick, T. S., & Hulme, C. (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, 11(4), 512-534. DOI / source ↗
  5. Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s Working in Working Memory Training? An Educational Perspective. Educational Psychology Review. DOI / source ↗
  6. Melby-Lervåg, M. & Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49(2), 270-291. DOI / source ↗
  7. Melby-Lervåg, M. & Hulme, C. (2012). Current Evidence Does not Support the Claims made for CogMed working Memory Training. Journal of Applied Research in Memory and Cognition, 1(3), 197-197. DOI / source ↗
  8. Melby-Lervåg, M. (2010). Kan arbeidsminnetrening hjelpe barn med språkrelaterte vansker? : en vurdering av teoretisk og empirisk grunnlag for arbeidsminnetrening. Norwegian tidsskrift for logopedi, 56(4), 24-32.
  9. 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. DOI / source ↗
  10. Melby-Lervåg, M. (2009). Phonological representations, verbal short-term memory and reading skills [Doctoral dissertation, monography]. University of Oslo.
RESEARCH PROFILE

Academic resources & research impact

Selected bibliometric indicators and links to my academic work.

13,961Citations
39h-index
60i10-index
93Indexed papers
Download CV (PDF) ↓Google Scholar ↗University profile ↗

Bibliometrics from AD Scientific Index and Canyam, checked 18 October 2026; not independently verified Google Scholar totals. Counts may change.

ABOUT

A lifelong curiosity about how children learn.

I am Professor at the Department of Special Needs Education, University of Oslo, and Professor at UiT The Arctic University of Norway. My research focuses on children's language, reading and mathematics development, the origins and co-occurrence of learning difficulties, and the effectiveness of interventions.

I work with longitudinal studies, randomized controlled trials, systematic reviews and meta-analyses. More recently, my research has also examined genetic and family influences on children's learning. A central aim of my work is to connect rigorous research with educational practice.

2009PhD, University of Oslo
2012–Professor, University of Oslo
41Master's students supervised (CV)
PUBLICATIONS

Selected publications

Ten publications highlighted in my CV, covering reading, mathematics, interventions, development and genetic influences.

  1. 1. 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).
  2. 2. Grande, G., Amland, T., van Bergen, E., Melby‐Lervåg, M., & Lervåg, A. (2025). The intergenerational impact of mothers and fathers on children's word reading development. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.14107
  3. 3. van Bergen, E, Sunde, H.F. , Rowland, C., Melby-Lervåg, M., and Torvik, F.A.. "Why educational inequality runs in families: Genetics matter more than environment." (2025). Under revision JCPP
  4. 4. Snowling, M. & Melby-Lervåg, M. (2016). Using family risk of dyslexia to uncover cognitive causal factors: A meta-analysis and systematic review. Psychological Bulletin, 142, 498-545
  5. 5. Hagen, Å. M., Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2025). Do the effects of a preschool language intervention last in the long run? A 4-year follow-up study. Psychological Science, 36(12), 887-898.
  6. 6. Hagen, Å., Melby-Lervåg, M. & Lervåg, A. (2017). Improving language comprehension in preschool children with language difficulties: A cluster randomised trial. Journal of Child Psychology and Psychiatry, 58(19), 1132-1140.
  7. 7. Hjetland, H. Lervåg, A. Lyster, S.A.H., Hagtvet, B., Hulme, C. & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 11(5).
  8. 8. Lopez-Pedersen, A., Mononen, R., Aunio, P., Scherer, R., & Melby-Lervåg, M. (2023). Improving numeracy skills in first graders with low performance in early numeracy: A randomised controlled trial. Remedial and Special Education, 44(2), 126-136.
  9. 9. Amland, T., Lervåg, A., & Melby-Lervåg, M. (2021). Comorbidity between math and reading problems: Is phonological processing a mutual factor? Frontiers in Human Neuroscience, 14, 577304.
  10. 10. Hoff, D., Amland, T., Melby-Lervåg, M., Lervåg, A., & Protopapas, A. (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology, 231, 105656.
Browse additional journal articles from the CV ＋
  1. Amland, T., Lervåg, A., & Melby-Lervåg, M. (2021). Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Frontiers in Human Neuroscience, 14. https://doi.org/10.3389/fnhum.2020.577304
  2. Amland, T., Grande, G., Scherer, R., Lervåg, A., & Melby-Lervåg, M. (2024). Cognitive Factors Underlying Mathematical Skills: A Systematic Review and Meta-Analysis. Psychological bulletin. https://doi.org/10.1037/bul0000457
  3. Arnesen, A., Braeken, J., Ogden, T., & Melby-Lervåg, M. (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, 1-26. https://doi.org/10.1080/00313831.2017.1420685
  4. Arnesen, A., Smolkowski, K., Ogden, T., & Melby-Lervåg, M. (2018). Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6. Emotional and Behavioural Difficulties, 23(1), 39-54. https://doi.org/10.1080/13632752.2017.1316473
  5. Bratlie, S. S., Brinchmann, E. I., Melby-Lervåg, M., & Torkildsen, J. V. K. (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. https://doi.org/10.3102/00346543211073186
  6. Diamanti, V., Grande, G. G., Protopapas, A., Melby-Lervåg, M., & Lervåg, A. (2024). Preschool Morphological Awareness and Developmental Change in Early Reading Ability. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2024.2370843
  7. Dolean, D., Melby-Lervåg, M., Tincas, I., Damsa, C. I., & Lervåg, A. (2019). Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.101218
  8. Dolean, D., Lervåg, A., Visu-Petra, L., & Melby-Lervåg, M. (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. https://doi.org/10.1007/s11145-020-10107-4
  9. Dolean, D. D., Lervåg, A. O., & Melby-Lervåg, M. (2026). The Effectiveness of a Language Comprehension Intervention on the Language, Reading, and Writing Skills of Socioeconomically Disadvantaged Students. Reading Research Quarterly, 61(3). https://doi.org/10.1002/rrq.70123
  10. Donolato, E., Cardillo, R., Mammarella, I. C., & Melby-Lervåg, M. (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, 63(5), 507-518. https://doi.org/10.1111/jcpp.13536
  11. Donolato, E., Toffalini, E., Rogde, K., Nordahl-Hansen, A., Lervåg, A., Norbury, C. F., & Melby-Lervåg, M. (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell Systematic Reviews, 19(4), 1-48. https://doi.org/10.1002/cl2.1368
  12. Grande, G., Diamanti, V., Protopapas, A., Melby-Lervåg, M., & Lervåg, A. (2024). The development of morphological awareness and vocabulary: What influences what? Applied Psycholinguistics. https://doi.org/10.1017/S0142716424000213
  13. Grande, G., Amland, T., Bergen, E. V., Melby-Lervåg, M., & Lervåg, A. (2025). The intergenerational impact of mothers and fathers on children’s word reading development. Journal of Child Psychology and Psychiatry, 66(7), 946-955. https://doi.org/10.1111/jcpp.14107
  14. Gunnerud, H. L., Braak, D. T., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological bulletin, 146(12), 1059-1083. https://doi.org/10.1037/bul0000301
  15. Gunnerud, H. L., Foldnes, N., & Melby-Lervåg, M. (2022). Levels of skills and predictive patterns of reading comprehension in bilingual children with an early age of acquisition. Reading and writing. https://doi.org/10.1007/s11145-022-10286-2
  16. Hagen, Å. M., Rogde, K., Lervåg, A., Melby-Lervåg, M., & Norbury, C. (2023). Long-term prognosis of low language proficiency in children. Cochrane Database of Systematic Reviews, 2023(1). https://doi.org/10.1002/14651858.CD015268
  17. Hagen, Å. M., Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2025). Do the Effects of a Preschool Language Intervention Last in the Long Run? A 4-Year Follow-Up Study. Psychological Science, 36(12), 887-898. https://doi.org/10.1177/09567976251392219
  18. Hagen, Å. M., Rogde, K., Lervåg, A., Melby-Lervåg, M., & Norbury, C. (2026). Long-term prognosis of low language proficiency in children. The Cochrane library, 2026(6). https://doi.org/10.1002/14651858.cd015268.pub2
  19. Hagen, Å. M., Rogde, K., Lervåg, A., Melby-Lervåg, M., & Norbury, C. (2026). Long‐term prognosis of low language proficiency in children - Hagen, ÅM - 2026 | Cochrane Library. The Cochrane library. https://doi.org/10.1002/14651858.CD015268.pub2
  20. Helland, S. S., Røysamb, E., Brandlistuen, R. E., Melby-Lervåg, M., & Gustavson, K. (2020). A Common Family Factor Underlying Language Difficulties and Internalizing Problems: Findings From a Population-Based Sibling Study. Journal of Learning Disabilities, 53(5), 399-409. https://doi.org/10.1177/0022219420911634
  21. Hjetland, H. N., Brinchmann, E. I., Lyster, S. H., Hagtvet, B. E., & Melby-Lervåg, M. (2015). PROTOCOL: Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review. Campbell Systematic Reviews, 11(1), 1-40. https://doi.org/10.1002/CL2.139
  22. Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby-Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews, 14. https://doi.org/10.4073/csr.2017.14
  23. Hjetland, H. N., Lervåg, A., Lyster, S. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to Reading Comprehension: A Longitudinal Study From 4 to 9 Years of Age. Journal of Educational Psychology, 111(5), 751-763. https://doi.org/10.1037/edu0000321
  24. Hjetland, H. N., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby-Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review, 30:100323, 1-23. https://doi.org/10.1016/j.edurev.2020.100323
  25. Hoff, D. A., Amland, T., Melby-Lervåg, M., Lervåg, A., & Protopapas, A. (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology, 231. https://doi.org/10.1016/j.jecp.2023.105656
  26. Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science, 29(4), 372-377. https://doi.org/10.1177/0963721420923684
  27. Høgetveit, A. M., Canrinus, E. T., Donolato, E., & Melby‐Lervåg, M. (2026). Research Review: Mathematical skills in children with developmental language disorder – a systematic review and meta‐analysis. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.70138
  28. Karlsen, J., Hjetland, H. N., Hagtvet, B. E., Braeken, J., & Melby-Lervåg, M. (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children. First language. https://doi.org/10.1177/0142723721995688
  29. Keles, S., Braak, D. T., Hagen, Å. M., & Melby-Lervåg, M. (2025). Validity of Early-Grade Screening Tools in the Three Tier (RTI/MTSS) Model: A Systematic Review and Meta-Analysis of Literacy, Language, and Mathematics. Educational Psychology Review, 37(4). https://doi.org/10.1007/s10648-025-10077-5
  30. Klem, M., Melby-Lervåg, M., Hagtvet, B. E., Lyster, S. H., Gustafsson, J., & Hulme, C. (2015). Sentence repetition is a measure of children's language skills rather than working memory limitations. Developmental Science, 18(1), 146-154. https://doi.org/10.1111/desc.12202
  31. Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex. Child Development, 89(5), 1821-1838. https://doi.org/10.1111/cdev.12861
  32. Lervåg, A., Dolean, D., Tincas, I., & Melby-Lervåg, M. (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty. Developmental Science, 22(5). https://doi.org/10.1111/desc.12858
  33. 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. https://doi.org/10.1177/0956797610385355
  34. Melby-Lervåg, M. & Lervåg, A. O. (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, 34(1), 114-135. https://doi.org/10.1111/j.1467-9817.2010.01477.x
  35. Melby-Lervåg, M. (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, 56(4), 363-380. https://doi.org/10.1080/00313831.2011.594611
  36. Melby-Lervåg, M. & Hulme, C. (2012). Current Evidence Does not Support the Claims made for CogMed working Memory Training. Journal of Applied Research in Memory and Cognition, 1(3), 197-197. https://doi.org/10.1016/j.jarmac.2012.06.006
  37. Melby-Lervåg, M., Lervåg, A., Lyster, S. H., Klem, M., Hagtvet, B. E., & Hulme, C. (2012). Nonword repetition ability does not appear to be a causal influence on children’s vocabulary development. Psychological Science, 23(10), 1069-1098. https://doi.org/10.1177/0956797612443833
  38. Melby-Lervåg, M. & Lervåg, A. O. (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. https://doi.org/10.1080/10888438.2010.537715
  39. Melby-Lervåg, M., Lyster, S. H., & Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological bulletin, 138(2), 322-352. https://doi.org/10.1037/a0026744
  40. Melby-Lervåg, M. (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, 56(1), 101-118. https://doi.org/10.1080/00313831.2011.621215
  41. Melby-Lervåg, M. & Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49(2), 270-291. https://doi.org/10.1037/a0028228
  42. Melby-Lervåg, M. & Lervåg, A. (2014). Effects of educational interventions targeting reading comprehension and underlying components. Child Development Perspectives (CDP), 8(2), 96-100. https://doi.org/10.1111/cdep.12068
  43. Melby-Lervåg, M. & Lervåg, A. (2014). Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners. Psychological bulletin, 140(2), 409-433. https://doi.org/10.1037/a0033890
  44. Melby-Lervåg, M. & Hulme, C. (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, 23(1), 324-330. https://doi.org/10.3758/s13423-015-0862-z
  45. Melby-Lervåg, M., Redick, T. S., & Hulme, C. (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, 11(4), 512-534. https://doi.org/10.1177/1745691616635612
  46. Melby-Lervåg, M., Hagen, Å. M., & Lervåg, A. (2019). Disentangling the far transfer of language comprehension gains using latent mediation models. Developmental Science. https://doi.org/10.1111/desc.12929
  47. Nag, S., Vagh, S. B., Dulay, K. M., Snowling, M., Donolato, E., & Melby-Lervåg, M. (2024). Home Learning Environments and Children’s Language and Literacy Skills: A Meta-Analytic Review of Studies Conducted in Low- and Middle-Income Countries. Psychological bulletin, 150(2), 132-153. https://doi.org/10.1037/bul0000417
  48. Nordahl-Hansen, A., Donolato, E., Lervåg, A., Norbury, C. F., & Melby-Lervåg, M. (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell Systematic Reviews, 15:e1062(4), 1-21. https://doi.org/10.1002/cl2.1062
  49. Næss, K. B., Lyster, S. H., Hulme, C., & Melby-Lervåg, M. (2011). Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities, 32(6), 2225-2234. https://doi.org/10.1016/j.ridd.2011.05.014
  50. Næss, K. B., Melby-Lervåg, M., Hulme, C., & Lyster, S. H. (2011). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities, 33((2012)), 737-747. https://doi.org/10.1016/j.ridd.2011.09.019
  51. Næss, K. B., Melby-Lervåg, M., Hulme, C., & Lyster, S. H. (2012). Reading skills in children with Down syndrome: A meta-analytic review. Research in Developmental Disabilities, 33(2), 737-747. https://doi.org/10.1016/j.ridd.2011.09.019
  52. Oxman, M. P., Chesire, F., Mugisha, M., Ssenyonga, R., Nsangi, A., Oxman, A. D., Fretheim, A., Rosenbaum, S. E., Kaseje, M., Sewankambo, N., Melby-Lervåg, M., & Lewin, S. (2025). Participants’ experiences of potential adverse effects of an intervention to improve critical thinking about health choices: a qualitative cross-trial process evaluation in Kenya, Rwanda and Uganda. BMJ Open, 15(10). https://doi.org/10.1136/bmjopen-2025-104236
  53. Oxman, M. P., Cusack, L., Verdugo-Paiva, F., Ávila, C., Peña, J., Novillo, F., Oxman, A. D., Fretheim, A., Melby-Lervåg, M., & Nordheim, L. V. (2026). Do studies of interventions to improve laypeople's critical thinking about health choices assess potential harms? A systematic review. BMJ Open, 16, 1-14. https://doi.org/10.1136/bmjopen-2025-108268
  54. Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s Working in Working Memory Training? An Educational Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-015-9314-6
  55. Rogde, K., Melby-Lervåg, M., & Lervåg, A. (2016). Improving the linguistic comprehension skills of second-language learners in preschool: A randomized trial study. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2016.1171935
  56. Rogde, K., Hagen, Å. M., Melby-Lervåg, M., & Lervåg, A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews, 15:e1059(4), 1-37. https://doi.org/10.1002/cl2.1059
  57. Rogde, K., Hagen, Å. M., Lervåg, A., & Melby-Lervåg, M. (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, 7(2), 1-18. https://doi.org/10.23865/njlr.v7.2814
  58. Snowling, M. J. & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological bulletin, 142(5), 498-545. https://doi.org/10.1037/bul0000037
  59. Sørli, L. W., Caglar-Ryeng, Ø., Furnes, B. R., Nilssen, T. N., Donolato, E., & Melby-Lervåg, M. (2024). Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis. Journal of Speech, Language and Hearing Research, 68(1), 164-177. https://doi.org/10.1044/2024_JSLHR-24-00170
  60. Thurmann-Moe, A. C., Melby-Lervåg, M., & Lervåg, A. (2021). Effects of Articulatory Consciousness Training in First Graders with a Reading Delay: A Randomised Control Trial. Scandinavian Journal of Educational Research, 1-18. https://doi.org/10.1080/00313831.2020.1869823
  61. Thurmann-Moe, A. C., Melby-Lervåg, M., & Lervåg, A. (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. https://doi.org/10.1007/s11881-021-00225-1
  62. Wahl, H. N., Donolato, E., Melby-Lervåg, M., & Lervåg, A. (2025). The psychometric properties of two math anxiety scales in a sample of Norwegian primary school children. Scandinavian Journal of Educational Research, 70(1), 147-163. https://doi.org/10.1080/00313831.2025.2459906
  63. Walquist-Sørli, L., Melby-Lervåg, M., Friborg, O., & Nergård-Nilssen, T. (2025). Speech sound skills, language comprehension, and early reading development in poor readers. Journal of Child Language. https://doi.org/10.1017/S0305000925100329
  64. Wang, L., Melby-Lervåg, M., Lekhal, R., & Wang, M. V. (2025). How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care. Early Childhood Research Quarterly, 74, 211-220. https://doi.org/10.1016/j.ecresq.2025.10.002
  65. Wang, L. L., Wang, M. V., Sandsør, A. M. J., Lekhal, R., & Melby-Lervåg, M. (2025). Parental and child factors in children with special education. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2025.2550278
  66. West, G., Melby-Lervåg, M., & Hulme, C. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Science, 57(5), 749-770. https://doi.org/10.1037/dev0001172
  67. Hulme, C. & Melby-Lervåg, M. (2016). Effects from Interventions for Psychological Learning and Behavioural Disorders in Children. Wiley-Blackwell.
  68. Lervåg, A. & Melby-Lervåg, M. (2022). Early prediction of learning outcomes in reading. In Skeide, M. A. (Ed.), he Cambridge Handbook of Dyslexia and Dyscalculia (Cambridge Handbooks in Psychology) (pp. 305-317). Cambridge University Press. https://doi.org/10.1017/9781108973595.024
BOOKS & RESOURCES

Books

2026 · Gyldendal

Innføring i spesialpedagogikk

With Terje Ogden. Introduction to special needs education (in Norwegian).

2025 · Fagbokforlaget

Når språk, lesing eller matematikk er vanskelig

A foundational textbook on language, reading and mathematics difficulties (in Norwegian).

Assessment & intervention resources

My work has contributed to resources including ThinkMath, SpråkLøft, LURI, ReadWell, SpråkHagen and DIBELS.

ACADEMIC CV

Academic CV

Download full CV (PDF, Norwegian) ↓ English CV (Word) ↓ Original Norwegian CV ↓

Positions

  • 2012–present · Professor, University of Oslo
  • 2016–present · Professor, UiT The Arctic University of Norway
  • 2021–2024 · Director, SpedAims, University of Oslo
  • 2019–2021 · Deputy Head, Department of Special Needs Education, University of Oslo
  • 2013–2016 · Vice-Dean for Research, Faculty of Educational Sciences, University of Oslo
  • 2008–2012 · Postdoctoral Research Fellow, University of Oslo
  • 2004–2008 · PhD Research Fellow, University of Oslo

Education

  • 2009 · PhD, University of Oslo
  • 2000 · Cand.paed.spec., University of Oslo
  • 1996 · Cand.mag., University of Oslo

Selected academic service

  • 2024–present · Board Member, International Dyslexia Association
  • 2023–present · Editorial Board, Psychological Bulletin
  • 2025 · Chair, evaluation panel for educational and psychological research, Linköping University
  • 2018–2022 · Adviser on scaling randomized controlled trials, RAND Europe

Awards

  • 2015 · Dissemination Award, Faculty of Educational Sciences, University of Oslo
  • 2008 · Wiley Award for an article on language and reading

This web CV is a curated overview based on the supplied CV; the complete record includes supervision, teaching, visiting appointments and conference contributions.

CONTACT

Get in touch

monica.melby-lervag@isp.uio.no ↗

Department of Special Needs Education
University of Oslo · Norway

My University of Oslo profile ↗ · Google Scholar profile ↗

Download CV (PDF, Norwegian) ↓

Understanding individual differences in learning helps us develop better support and more inclusive education for all children.