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Monica Melby-Lervåg

Monica Melby-Lervåg

D-Index & Metrics

Psychology

D-Index
31
Citations
9957
World Ranking
11039
National Ranking
114

Overview

Monica Melby-Lervåg is affiliated with the University of Oslo in Norway. Their research primarily focuses on psychology, with a particular emphasis on developmental and educational psychology.

Their work covers a range of subfields including:

  • Developmental and Educational Psychology
  • Education
  • Statistics and Probability
  • Cognitive Neuroscience
  • Clinical Psychology

Monica Melby-Lervåg has contributed extensively to topics such as:

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

Some of their recent papers include:

  • "Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis" (2020), Psychological Bulletin
  • "Preschool pathways to reading comprehension: A systematic meta-analytic review" (2020), Educational Research Review
  • "Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis" (2021), Journal of Child Psychology and Psychiatry
  • "Children's Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy" (2020), Current Directions in Psychological Science
  • "Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review." (2021), Developmental Psychology

Frequent co-authors include:

  • Arne Lervåg
  • Enrica Donolato
  • Kristin Rogde
  • Germán Grande
  • Hanne Næss Hjetland

The most common venues where their research has been published are:

  • Scandinavian Journal of Educational Research
  • Psychological Bulletin
  • Journal of Child Psychology and Psychiatry
  • Reading and Writing
  • Applied Psycholinguistics

Best Publications

  • Is working memory training effective? A meta-analytic review

    Monica Melby-Lervåg;Charles Hulme

  • Phonological skills and their role in learning to read: A meta-analytic review.

    Monica Melby-Lervåg;Solveig-Alma Halaas Lyster;Charles Hulme

  • Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.

    Monica Melby-Lervåg;Thomas S. Redick;Charles Hulme

  • Oral language deficits in familial dyslexia: A meta-analysis and review.

    Margaret J. Snowling;Monica Melby-Lervåg

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

    Monica Melby‐Lervåg;Arne Lervåg

  • 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

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

    Arne Lervåg;Charles Hulme;Monica Melby-Lervåg

  • Sentence repetition is a measure of children's language skills rather than working memory limitations

    Marianne Klem;Monica Melby-Lervåg;Bente Eriksen Hagtvet;Solveig-Alma Halaas Lyster

  • There is no convincing evidence that working memory training is effective: A reply to Au et al. (2014) and Karbach and Verhaeghen (2014)

    Monica Melby-Lervåg;Charles Hulme

  • Language and verbal short-term memory skills in children with Down syndrome: a meta-analytic review.

    Kari-Anne B. Næss;Solveig-Alma Halaas Lyster;Charles Hulme;Charles Hulme;Monica Melby-Lervåg

  • Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis.

    Hilde Lowell Gunnerud;Dieuwer Ten Braak;Elin Kirsti Lie Reikerås;Enrica Donolato

  • 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

  • What's working in working memory training? An educational perspective.

    Thomas S. Redick;Zach Shipstead;Elizabeth A. Wiemers;Monica Melby-Lervåg

  • 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

  • Preschool pathways to reading comprehension: A systematic meta-analytic review

    Hanne Næss Hjetland;Ellen Iren Brinchmann;Ronny Scherer;Charles Hulme;Charles Hulme

  • Reading skills in children with Down syndrome: A meta-analytic review

    Kari-Anne B. Næss;Monica Melby-Lervåg;Charles Hulme;Charles Hulme;Solveig-Alma Halaas Lyster

  • 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

  • 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

  • Current evidence does not support the claims made for CogMed working memory training

    Charles Hulme;Monica Melby-Lervåg

  • Serial and Free Recall in Children Can Be Improved by Training Evidence for the Importance of Phonological and Semantic Representations in Immediate Memory Tasks

    Monica Melby-Lervåg;Charles Hulme;Charles Hulme

Frequent Co-Authors

Arne Lervåg
Arne Lervåg University of Oslo
Charles Hulme
Charles Hulme University of Oxford
Ronny Scherer
Ronny Scherer University of Oslo
Espen Røysamb
Espen Røysamb University of Oslo
Thomas S. Redick
Thomas S. Redick Purdue University West Lafayette
Margaret J. Snowling
Margaret J. Snowling University of Oxford
Scott K. Baker
Scott K. Baker Southern Methodist University
Jan-Eric Gustafsson
Jan-Eric Gustafsson University of Gothenburg
Courtenay Frazier Norbury
Courtenay Frazier Norbury University College London
Keith Smolkowski
Keith Smolkowski Oregon Research Institute

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