Rate My Professor Arne Lervåg

Arne Lervåg is a Professor in the Department of Education at the University of Oslo, Faculty of Educational Sciences. He holds the position of Director for CREATE, the Centre for Research on Equality in Education, a national Centre of Excellence funded by the Research Council of Norway for the period 2023–2033. Lervåg earned his Cand. Paed., an advanced professional degree in Educational Psychology, from the Institute for Educational Research at the University of Oslo in 1997. He completed his PhD in the Faculty of Education at the same university in 2005. Throughout his career, he has contributed significantly to educational research through his leadership in CREATE, which integrates expertise from education, psychology, sociology, economics, genetics, and advanced statistical methods to address equality in education.

Lervåg's research focuses on the development of reading, language, and mathematics skills, including reading comprehension, word decoding, latent variable modeling, and growth modeling. His areas of specialization encompass reading and language development, longitudinal modeling, learning mechanisms, language development and delays, and randomized controlled trials. Key publications include "Do the Effects of a Preschool Language Intervention Last in the Long Run? A 4-Year Follow-Up Study" (Psychological Science, 2025), "Oral language intervention in the late primary school years is effective: evidence from a randomised control trial" (Journal of Child Psychology and Psychiatry, 2024), "Cognitive Factors Underlying Mathematical Skills: A Systematic Review and Meta-Analysis" (Psychological Bulletin, 2024), "The development of morphological awareness and vocabulary: What influences what?" (Applied Psycholinguistics, 2024), "Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex" (Child Development, 2018), and "Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency" (Psychological Science, 2009). His work has garnered over 9,300 citations with an h-index of 42 on Google Scholar, demonstrating substantial influence in the field of educational psychology and interventions for skill development.