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Arne Lervåg

Arne Lervåg

D-Index & Metrics

Psychology

D-Index
38
Citations
6970
World Ranking
8813
National Ranking
81

Overview

Arne Lervåg is affiliated with the University of Oslo in Norway. Their research primarily focuses on the field of psychology, with a particular emphasis on developmental and educational psychology, education, clinical psychology, statistics and probability, and cognitive neuroscience.

The main topics addressed in Arne Lervåg's work include:

  • Reading and Literacy Development
  • Language Development and Disorders
  • Cognitive and developmental aspects of mathematical skills
  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Stuttering Research and Treatment
  • Child Development and Digital Technology

Arne Lervåg has contributed to several recent publications, including:

  • "Children's Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy," 2020, Current Directions in Psychological Science
  • "Language skills, and not executive functions, predict the development of reading comprehension of early readers: evidence from an orthographically transparent language," 2021, Reading and Writing
  • "Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial," 2021, Journal of Child Psychology and Psychiatry
  • "Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9-year period," 2020, Journal of Research in Reading
  • "Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?" 2021, Frontiers in Human Neuroscience

Frequent collaborators in Arne Lervåg's research include:

  • Monica Melby-Lervåg
  • Kristin Rogde
  • Germán Grande
  • Charles Hulme
  • Margaret J. Snowling

Arne Lervåg's work is often published in the following journals:

  • Journal of Child Psychology and Psychiatry
  • Scandinavian Journal of Educational Research
  • Scientific Studies of Reading
  • Frontiers in Psychology
  • Applied Psycholinguistics

Best Publications

  • Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies

    Markéta Caravolas;Arne Lervåg;Petroula Mousikou;Corina Efrim

  • Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners

    Arne Lervåg;Vibeke Grøver Aukrust

  • Cross-Linguistic Transfer of Oral Language, Decoding, Phonological Awareness and Reading Comprehension: A Meta-Analysis of the Correlational Evidence.

    Monica Melby‐Lervåg;Arne Lervåg

  • Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

    Markéta Caravolas;Arne Lervåg;Sylvia Defior;Gabriela Seidlová Málková

  • Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency

    Arne Lervåg;Charles Hulme

  • Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

    Monica Melby-Lervåg;Arne Lervåg

  • The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.

    Arne Lervag;Ivar Braten;Charles Hulme

  • Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex.

    Arne Lervåg;Charles Hulme;Monica Melby-Lervåg

  • Children’s Arithmetic Development It Is Number Knowledge, Not the Approximate Number Sense, That Counts

    Silke M. Göbel;Sarah E. Watson;Arne Lervåg;Charles Hulme

  • The Foundations of Literacy Development in Children at Familial Risk of Dyslexia

    Charles Hulme;Hannah M. Nash;Debbie Gooch;Arne Lervåg

  • Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age

    Hanne Naess Hjetland;Arne Lervåg;Solveig-Alma Halaas Lyster;Bente Eriksen Hagtvet

  • Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development

    Monica Melby-Lervåg;Arne Lervåg;Solveig-Alma Halaas Lyster;Marianne Klem

  • The effectiveness of a universal school-based programme on coping and mental health: a randomised, controlled study of Zippy’s Friends

    Solveig Holen;Trine Waaktaar;Arne Lervåg;Mette Ystgaard

  • Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?

    Arne Lervag;Charles Hulme

  • A cross-linguistic, longitudinal study of the foundations of decoding and reading comprehension ability

    Markéta Caravolas;Arne Lervåg;Marína Mikulajová;Sylvia Defior

  • Preschool morphological training produces long-term improvements in reading comprehension

    Solveig-Alma Halaas Lyster;Arne Olav Lervåg;Charles Hulme

  • The Efficacy of Early Language Intervention in Mainstream School Settings: A Randomized Controlled Trial.

    Silke Fricke;Kelly Burgoyne;Claudine Anne Bowyer-Crane;Maria Kyriacou

  • Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty

    Dacian Dolean;Dacian Dolean;Monica Melby-Lervåg;Ioana Tincas;Crina I. Damsa

  • A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development

    Francina Jane Clayton;Gillian West;Claire Sears;Charles Hulme

  • Oral Language Skills Moderate Nonword Repetition Skills in Children With Dyslexia: A Meta-Analysis of the Role of Nonword Repetition Skills in Dyslexia

    Monica Melby-Lervåg;Arne Lervåg

  • The growth of reading skills in children with Down Syndrome.

    Charles Hulme;Kristina Goetz;Sophie Brigstocke;Hannah M. Nash

  • Exploring the Associations between Coping Patterns for Everyday Stressors and Mental Health in Young Schoolchildren.

    Solveig Holen;Arne Lervåg;Trine Waaktaar;Mette Ystgaard

  • Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?

    Solveig Holen;Trine Waaktaar;Arne Lervåg;Mette Ystgaard

Frequent Co-Authors

Charles Hulme
Charles Hulme University of Oxford
Monica Melby-Lervåg
Monica Melby-Lervåg University of Oslo
Margaret J. Snowling
Margaret J. Snowling University of Oxford
Yngvar Ommundsen
Yngvar Ommundsen Norwegian School of Sport Sciences
Ivar Bråten
Ivar Bråten University of Oslo
Robert Kail
Robert Kail Purdue University West Lafayette
Monica Martinussen
Monica Martinussen University of Tromsø - The Arctic University of Norway
Courtenay Frazier Norbury
Courtenay Frazier Norbury University College London

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