Arne Lervåg

5.8k total citations · 3 hit papers
83 papers, 3.8k citations indexed

About

Arne Lervåg is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Arne Lervåg has authored 83 papers receiving a total of 3.8k indexed citations (citations by other indexed papers that have themselves been cited), including 71 papers in Developmental and Educational Psychology, 26 papers in Education and 22 papers in Statistics and Probability. Recurrent topics in Arne Lervåg's work include Reading and Literacy Development (59 papers), Language Development and Disorders (43 papers) and Cognitive and developmental aspects of mathematical skills (22 papers). Arne Lervåg is often cited by papers focused on Reading and Literacy Development (59 papers), Language Development and Disorders (43 papers) and Cognitive and developmental aspects of mathematical skills (22 papers). Arne Lervåg collaborates with scholars based in Norway, United Kingdom and Australia. Arne Lervåg's co-authors include Charles Hulme, Monica Melby‐Lervåg, Vibeke Grøver Aukrust, Sylvia Defior, Gabriela Málková, Markéta Caravolas, Charles Hulme, Margaret J. Snowling, Ivar Bråten and Solveig‐Alma Halaas Lyster and has published in prestigious journals such as Psychological Bulletin, SHILAP Revista de lepidopterología and Child Development.

In The Last Decade

Arne Lervåg

79 papers receiving 3.7k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies

2012 369 citations Arne Lervåg, Charles Hulme et al. Psychological Science profile →
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

2013 264 citations Arne Lervåg, Charles Hulme et al. Psychological Science profile →
Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

2013 221 citations Monica Melby‐Lervåg, Arne Lervåg Psychological Bulletin profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Arne Lervåg Norway	32	3.2k	1.5k	976	948	243	83	3.8k
Stephen R. Burgess United States	22	4.0k 1.3×	2.5k 1.6×	1.2k 1.2×	735 0.8×	188 0.8×	29	4.7k
Jason L. Anthony United States	31	3.8k 1.2×	2.5k 1.7×	1.0k 1.1×	588 0.6×	522 2.1×	59	4.7k
Stephanie Al Otaiba United States	35	3.2k 1.0×	2.4k 1.6×	830 0.9×	423 0.4×	238 1.0×	133	3.9k
David J. Chard United States	31	3.4k 1.1×	2.7k 1.8×	1.6k 1.7×	523 0.6×	346 1.4×	66	4.5k
S. Hélène Deacon Canada	36	4.5k 1.4×	2.3k 1.5×	1.9k 1.9×	1.1k 1.2×	90 0.4×	143	4.9k
Carolyn A. Denton United States	35	2.5k 0.8×	1.5k 1.0×	937 1.0×	430 0.5×	253 1.0×	81	3.1k
Brian Byrne Australia	40	4.2k 1.3×	2.2k 1.5×	1.2k 1.2×	1.0k 1.1×	316 1.3×	107	5.1k
Maggie Snowling United Kingdom	31	3.3k 1.0×	1.0k 0.7×	974 1.0×	1.5k 1.6×	223 0.9×	58	3.8k
Rauno Parrila Canada	44	5.4k 1.7×	3.1k 2.0×	2.0k 2.0×	1.7k 1.8×	371 1.5×	148	6.4k
Tiffany P. Hogan United States	28	2.8k 0.9×	748 0.5×	592 0.6×	1.2k 1.3×	268 1.1×	79	3.3k

Countries citing papers authored by Arne Lervåg

Since Specialization

Citations

This map shows the geographic impact of Arne Lervåg's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Arne Lervåg with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Arne Lervåg more than expected).

Fields of papers citing papers by Arne Lervåg

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Arne Lervåg. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Arne Lervåg. The network helps show where Arne Lervåg may publish in the future.

Co-authorship network of co-authors of Arne Lervåg

This figure shows the co-authorship network connecting the top 25 collaborators of Arne Lervåg. A scholar is included among the top collaborators of Arne Lervåg based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Arne Lervåg. Arne Lervåg is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Melby‐Lervåg, Monica, et al.. (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.

Lervåg, Arne, et al.. (2024). Oral language intervention in the late primary school years is effective: evidence from a randomised control trial. Journal of Child Psychology and Psychiatry. 66(6). 775–784. 1 indexed citations

Scherer, Ronny, et al.. (2024). Cognitive factors underlying mathematical skills: A systematic review and meta-analysis.. Psychological Bulletin. 151(1). 88–129. 3 indexed citations

Protopapas, Athanassios, et al.. (2024). The development of morphological awareness and vocabulary: What influences what?. Applied Psycholinguistics. 45(4). 745–765. 1 indexed citations

Donolato, Enrica, Enrico Toffalini, Anders Nordahl‐Hansen, et al.. (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis. Campbell Systematic Reviews. 19(4). e1368–e1368. 14 indexed citations

Naess, K, et al.. (2022). Stuttering Behavior in a National Age Cohort of Norwegian First-Graders With Down Syndrome. Journal of Speech Language and Hearing Research. 65(11). 4133–4150. 3 indexed citations

West, Gillian, et al.. (2021). Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial. Journal of Child Psychology and Psychiatry. 62(12). 1425–1434. 23 indexed citations

Melby‐Lervåg, Monica, et al.. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews. 15(4). e1059–e1059. 56 indexed citations

Nordahl‐Hansen, Anders, Enrica Donolato, Arne Lervåg, Courtenay Norbury, & Monica Melby‐Lervåg. (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell Systematic Reviews. 15(4). e1062–e1062. 5 indexed citations

10.

Malone, Stephanie A., Verena E. Pritchard, Michelle Heron‐Delaney, et al.. (2019). Data on numerosity discrimination, inhibition and arithmetic during the early school years. SHILAP Revista de lepidopterología. 25. 104062–104062.

11.

Malone, Stephanie A., Verena E. Pritchard, Michelle Heron‐Delaney, et al.. (2019). The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control. Journal of Experimental Child Psychology. 184. 220–231. 24 indexed citations

12.

Ehm, Jan-Henning, et al.. (2018). Exploring factors underlying children’s acquisition and retrieval of sound–symbol association skills. Journal of Experimental Child Psychology. 177. 86–99. 18 indexed citations

13.

Fricke, Silke, Kelly Burgoyne, Claudine Bowyer‐Crane, et al.. (2017). The efficacy of early language intervention in mainstream school settings: a randomized controlled trial. Journal of Child Psychology and Psychiatry. 58(10). 1141–1151. 49 indexed citations

14.

Melby‐Lervåg, Monica, et al.. (2016). PROTOCOL: The Effect of Linguistic Comprehension Training on Language and Reading Comprehension: A Systematic Review. Campbell Systematic Reviews. 12(1). 1–50. 9 indexed citations

15.

Naess, K, Arne Lervåg, Solveig‐Alma Halaas Lyster, & Charles Hulme. (2015). Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome. Journal of Experimental Child Psychology. 135. 43–55. 31 indexed citations

16.

Melby‐Lervåg, Monica & Arne Lervåg. (2014). Effects of Educational Interventions Targeting Reading Comprehension and Underlying Components. Child Development Perspectives. 8(2). 96–100. 25 indexed citations

17.

Melby‐Lervåg, Monica & Arne Lervåg. (2013). 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. 221 indexed citations breakdown →

18.

Holen, Solveig, Trine Waaktaar, Arne Lervåg, & Mette Ystgaard. (2012). Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?. Scandinavian Journal of Educational Research. 57(4). 420–444. 25 indexed citations

19.

Holen, Solveig, Arne Lervåg, Trine Waaktaar, & Mette Ystgaard. (2011). Exploring the associations between coping patterns for everyday stressors and mental health in young schoolchildren. Journal of School Psychology. 50(2). 167–193. 33 indexed citations

20.

Lervåg, Arne & Charles Hulme. (2009). Rapid naming (RAN) taps a basic constraint on the development of reading fluency.. UCL Discovery (University College London). 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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