Monica Melby-Lervåg
Forskning for bedre læringsmuligheter for alle barn.
PROFESSOR · UNIVERSITETET I OSLO

Monica Melby-Lervåg

Jeg forsker på hvordan barn utvikler språk-, lese- og matematikkferdigheter, hvorfor lærevansker oppstår, og hvilke pedagogiske tiltak som hjelper barn å lære.

Se forskningen min →Kontakt meg ↗
UiO-profil ↗Last ned CV ↓
FOREDRAG OG FAGDAGER

Foredrag og fagdager

Jeg holder foredrag og bidrar på fagdager for skoler, barnehager, fagmiljøer og andre som arbeider med barns læring og utvikling. Innholdet bygger på forskning og kan tilpasses målgruppe og arrangement.

Foredragstemaer

  • DLD og språkvansker – språkutvikling, utviklingsmessige språkforstyrrelser (DLD), kartlegging og forskningsbaserte tiltak.
  • Lesevansker – leseutvikling, dysleksi, tidlig identifisering og tiltak som kan styrke leseferdigheter.
  • Dyskalkuli og matematikkvansker – utvikling av matematikkferdigheter, forståelse av matematikkvansker og forskningsbasert undervisning og støtte.

Ta gjerne kontakt for å diskutere et foredrag, en fagdag eller et annet faglig arrangement.

Send forespørsel om foredrag eller fagdag ↗

FORSKNING

Forskningsprosjekter og forskningsområder

Forskningssentre og fire sentrale områder innen barns læring, utvikling og effekten av pedagogiske tiltak.

CREATE centre of excellence award ceremony
SENTER FOR FREMRAGENDE FORSKNING · 2023–2033

CREATE

Senter for forskning på likhet i utdanning. Vi undersøker hvorfor forskjeller i læring oppstår, og hvordan de kan reduseres.

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

SpedAims

Forskning på spesialpedagogiske behov, kartlegging og inkluderende opplæring.

Illustration for Språkutvikling, språkvansker og tiltak
FORSKNINGSOMRÅDE

Språkutvikling, språkvansker og tiltak

Jeg undersøker hvordan muntlig språk utvikler seg, hvorfor språkvansker oppstår, og hvilke språktiltak som virker.

Vis publikasjoner (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 Leseutvikling, lesevansker og tiltak
FORSKNINGSOMRÅDE

Leseutvikling, lesevansker og tiltak

Jeg forsker på hvordan leseferdigheter utvikles, hvorfor lesevansker oppstår, og hvordan leseopplæring og tiltak kan forbedres.

Vis publikasjoner (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 Matematikkutvikling, matematikkvansker og tiltak
FORSKNINGSOMRÅDE

Matematikkutvikling, matematikkvansker og tiltak

Jeg studerer tidlig tallforståelse, matematikkvansker og effekten av forskningsbasert matematikkundervisning.

Vis publikasjoner (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 Kognitiv utvikling og trening
FORSKNINGSOMRÅDE

Kognitiv utvikling og trening

Jeg undersøker kognitive ferdigheter, individuelle forskjeller og muligheter og begrensninger ved kognitiv trening.

Vis publikasjoner (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.
FORSKNINGSPROFIL

Faglige ressurser og vitenskapelig gjennomslag

Utvalgte bibliometriske indikatorer og lenker til forskningen min.

13,961Siteringer
39h-index
60i10-index
93Indekserte artikler
Last ned CV (PDF) ↓Google Scholar ↗UiO-profil ↗

Bibliometriske tall fra AD Scientific Index og Canyam, kontrollert 18. oktober 2026. Tallene er ikke uavhengig bekreftet mot Google Scholar og kan endre seg.

OM MEG

Et livslangt engasjement for hvordan barn lærer.

Jeg er professor ved Institutt for spesialpedagogikk, Universitetet i Oslo, og professor ved UiT Norges arktiske universitet. Forskningen min handler om barns språk-, lese- og matematikkutvikling, hvorfor lærevansker oppstår og opptrer sammen, og hvilke tiltak som har effekt.

Jeg arbeider med longitudinelle studier, randomiserte kontrollerte forsøk, systematiske kunnskapsoversikter og metaanalyser. De siste årene har jeg også undersøkt genetiske og familiære faktorers betydning for barns læring. Et viktig mål er å knytte solid forskning tettere til pedagogisk praksis.

2009Ph.d., Universitetet i Oslo
2012–Professor, Universitetet i Oslo
41Veiledede masterstudenter (CV)
PUBLIKASJONER

Utvalgte publikasjoner

Ti publikasjoner fremhevet i CV-en min, om lesing, matematikk, tiltak, utvikling og genetiske påvirkninger.

  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.
Se flere vitenskapelige artikler fra CV-en ＋
  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
BØKER OG RESSURSER

Bøker

2026 · Gyldendal

Innføring i spesialpedagogikk

Sammen med Terje Ogden. Innføringsbok i spesialpedagogikk.

2025 · Fagbokforlaget

Når språk, lesing eller matematikk er vanskelig

Lærebok om språk-, lese- og matematikkvansker.

Kartleggingsverktøy og pedagogiske tiltak

Jeg har bidratt til utvikling og forskning på ressurser som ThinkMath, SpråkLøft, LURI, ReadWell, SpråkHagen og DIBELS.

AKADEMISK CV

Akademisk CV

Last ned fullstendig CV (PDF) ↓ Engelsk CV (Word) ↓ Norsk CV (Word) ↓

Stillinger

  • 2012–present · Professor, Universitetet i Oslo
  • 2016–d.d. · Professor, UiT Norges arktiske universitet
  • 2021–2024 · Leder, SpedAims, Universitetet i Oslo
  • 2019–2021 · Nestleder, Institutt for spesialpedagogikk, Universitetet i Oslo
  • 2013–2016 · Prodekan for forskning, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo
  • 2008–2012 · Postdoktor, Universitetet i Oslo
  • 2004–2008 · Doktorgradsstipendiat, Universitetet i Oslo

Utdanning

  • 2009 · Ph.d., Universitetet i Oslo
  • 2000 · Cand.paed.spec., Universitetet i Oslo
  • 1996 · Cand.mag., Universitetet i Oslo

Utvalgte faglige verv

  • 2024–d.d. · Styremedlem, International Dyslexia Association
  • 2023–d.d. · Redaksjonsmedlem, Psychological Bulletin
  • 2025 · Leder for evalueringspanel innen utdannings- og psykologisk forskning, Linköpings universitet
  • 2018–2022 · Rådgiver om oppskalering av randomiserte kontrollerte forsøk, RAND Europe

Priser og utmerkelser

  • 2015 · Formidlingspris, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo
  • 2008 · Wiley-pris for en artikkel om språk og lesing

Denne nettsiden gir et utvalg fra CV-en. Den fullstendige CV-en inneholder også veiledning, undervisning, gjesteopphold og konferansebidrag.

KONTAKT

Ta kontakt

monica.melby-lervag@isp.uio.no ↗

Institutt for spesialpedagogikk
Universitetet i Oslo · Norge

Min UiO-profil ↗ · Google Scholar-profil ↗

Last ned CV (PDF) ↓

Kunnskap om individuelle forskjeller i læring hjelper oss å utvikle bedre tiltak og en mer inkluderende opplæring for alle barn.