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Arne Lervåg
Arne Lervåg
Department of Education, University of Oslo
Bestätigte E-Mail-Adresse bei iped.uio.no
Titel
Zitiert von
Zitiert von
Jahr
Common patterns of prediction of literacy development in different alphabetic orthographies
M Caravolas, A Lervåg, P Mousikou, C Efrim, M Litavský, ...
Psychological science 23 (6), 678-686, 2012
6682012
Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners
A Lervåg, VG Aukrust
Journal of Child Psychology and Psychiatry 51 (5), 612-620, 2010
5402010
Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency
A Lervåg, C Hulme
Psychological science 20 (8), 1040-1048, 2009
4652009
Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies
M Caravolas, A Lervåg, S Defior, G Seidlová Málková, C Hulme
Psychological science 24 (8), 1398-1407, 2013
4542013
Cross‐linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta‐analysis of the correlational evidence
M Melby‐Lervåg, A Lervåg
Journal of research in reading 34 (1), 114-135, 2011
4432011
Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first-and second-language learners.
M Melby-Lervåg, A Lervåg
Psychological bulletin 140 (2), 409, 2014
3992014
Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex
A Lervåg, C Hulme, M Melby‐Lervåg
Child development 89 (5), 1821-1838, 2018
3712018
The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.
A Lervåg, I Bråten, C Hulme
Developmental psychology 45 (3), 764, 2009
3582009
Children’s arithmetic development: It is number knowledge, not the approximate number sense, that counts
SM Göbel, SE Watson, A Lervåg, C Hulme
Psychological science 25 (3), 789-798, 2014
2782014
The foundations of literacy development in children at familial risk of dyslexia
C Hulme, HM Nash, D Gooch, A Lervåg, MJ Snowling
Psychological science 26 (12), 1877-1886, 2015
2472015
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age.
HN Hjetland, A Lervåg, SAH Lyster, BE Hagtvet, C Hulme, ...
Journal of Educational Psychology 111 (5), 751, 2019
2262019
Nonword-repetition ability does not appear to be a causal influence on children’s vocabulary development
M Melby-Lervåg, A Lervåg, SAH Lyster, M Klem, B Hagtvet, C Hulme
Psychological science 23 (10), 1092-1098, 2012
1402012
A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
FJ Clayton, G West, C Sears, C Hulme, A Lervåg
Scientific Studies of Reading 24 (2), 91-107, 2020
1272020
Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
D Dolean, M Melby-Lervåg, I Tincas, C Damsa, A Lervåg
Learning and Instruction 63, 101218, 2019
1272019
A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability
M Caravolas, A Lervåg, M Mikulajová, S Defior, G Seidlová-Málková, ...
Scientific Studies of Reading 23 (5), 386-402, 2019
1122019
The effectiveness of a universal school-based programme on coping and mental health: a randomised, controlled study of Zippy’s Friends
S Holen, T Waaktaar, A Lervåg, M Ystgaard
Educational Psychology 32 (5), 657-677, 2012
1042012
Preschool morphological training produces long-term improvements in reading comprehension
SAH Lyster, AO Lervåg, C Hulme
Reading and writing 29, 1269-1288, 2016
1012016
Oral language skills moderate nonword repetition skills in children with dyslexia: A meta-analysis of the role of nonword repetition skills in dyslexia
M Melby-Lervåg, A Lervåg
Scientific Studies of Reading 16 (1), 1-34, 2012
1002012
Predicting the growth of early spelling skills: Are there heterogeneous developmental trajectories?
A Lervåg, C Hulme
Scientific Studies of Reading 14 (6), 485-513, 2010
992010
The efficacy of early language intervention in mainstream school settings: A randomized controlled trial
S Fricke, K Burgoyne, C Bowyer‐Crane, M Kyriacou, A Zosimidou, ...
Journal of Child Psychology and Psychiatry 58 (10), 1141-1151, 2017
952017
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