Our latest publications

• Diamanti, Vassiliki; Garcia Grande, German; Protopapas, Athanassios; Melby-Lervåg, Monica & Lervåg, Arne (2024). Preschool morphological awareness and developmental change in early reading ability . Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2370843.
• Ye, Wangqiong; Scherer, Ronny & Blömeke, Sigrid (2024). Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement. Large-scale Assessments in Education. ISSN 2196-0739. 12. doi: 10.1186/s40536-024-00207-w.
• Ye, Wangqiong; Olsen, Rolf Vegar & Blömeke, Sigrid (2024). More money does not necessarily help: relations of education expenditure, school characteristics, and academic resilience across 36 education systems. Frontiers in Education. ISSN 2504-284X. 9. doi: 10.3389/feduc.2024.1368642.
• Elnes, Magdalena; Hansen, Joakim Evensen; Lervåg, Arne Ola; Hatlevik, Ove Edvard & Reikerås, Elin Kirsti Lie (2024). Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences. Frontiers in Psychology. ISSN 1664-1078. 15. doi: 10.3389/fpsyg.2024.1330334.
• Acar, Selcuk; Lee, Lindsay Ellis & Scherer, Ronny (2024). A Reliability Generalization of the Torrance Tests of Creative Thinking-Figural. European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000819.
• West, Gillian; Lervåg, Arne; Birchenough, Julia M. H.; Korell, Caroline; Rios Diaz, Mariela & Duta, Mihaela [Show all 10 contributors for this article] (2024). Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. doi: 10.1111/jcpp.13947.
• Chen, Jianan; Steinmann, Isa & Braeken, Johan (2024). Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: Cognitive abilities or personality? Personality and Individual Differences. ISSN 0191-8869. 222, p. 1–6. doi: 10.1016/j.paid.2024.112573. Full text in Research Archive
• Zhang, Maoxin; Andersson, Björn & Jin, Shaobo (2024). Fast estimation of generalized linear latent variable models for performance and process data with ordinal, continuous, and count observed variables. British Journal of Mathematical & Statistical Psychology. ISSN 0007-1102. doi: 10.1111/bmsp.12337. Full text in Research Archive
• Donolato, Enrica; Toffalini, Enrico; Rogde, Kristin; Nordahl-Hansen, Anders ; Lervåg, Arne & Norbury, Courtenay Frazier [Show all 7 contributors for this article] (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell systematic reviews. ISSN 1891-1803. 19(4), p. 1–48. doi: 10.1002/cl2.1368. Full text in Research Archive
• Campos, Diego Gonzalez & Scherer, Ronny (2023). Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 29, p. 655–693. doi: 10.1007/s10639-023-12272-9. Full text in Research Archive
• Tondeur, Jo; Howard, Sarah K.; Scherer, Ronny & Siddiq, Fazilat (2023). Untangling the Great Online Transition: A network model of teachers’ experiences with online practices. Computers & Education. ISSN 0360-1315. 203. doi: 10.1016/j.compedu.2023.104866. Full text in Research Archive
• Borgen, Nicolai T.; Markussen, Simen & Raaum, Oddbjørn (2023). Socioeconomic differences in the long-term effects of teacher absence on student outcomes. European Societies. ISSN 1461-6696. doi: 10.1080/14616696.2023.2212744. Full text in Research Archive
• Zachrisson, Henrik Daae; Dearing, Eric Curtis; Borgen, Nicolai Topstad; Sandsør, Astrid Marie Jorde & Karoly, Lynn (2023). Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood. Journal of Research on Educational Effectiveness. ISSN 1934-5747. doi: 10.1080/19345747.2023.2187325. Full text in Research Archive Show summary

  We estimated the effects of Norway’s universal ECEC program—expanding access to 1- and 2-year-olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using a population-based survey sample (Norwegian Mother, Father, and Child Cohort Study, MoBa, n = 102,352), linked with national administrative records of child achievement test scores. We used two methods to test the effects of attending ECEC: fixed-effects and instrumental variable regressions. Although both approaches found small and mostly insignificant main effects, the effect of ECEC is consistently stronger for children from families with low parental education. The fixed-effects analyses showed that ECEC reduced inequalities in achievement across levels of parental education by about 10% while the instrumental variable analyses, using variation in ECEC induced by the expansion, showed reduction of about 50%. These results suggest that expanding access to ECEC for toddlers has the potential to reduce achievement inequality.

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• Donolato, Enrica; Masi, Alice; Caviola, Sara; Melby-Lervåg, Monica & Lervåg, Arne (2023). Math-attitudes intervention programs for school-age students: A meta-analysis and overview of the literature.
• Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne (2023). Does language underlie mathematical skill development? A systematic review and meta-analysis of concurrent and longitudinal predictors .

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