Solveig-Alma Halaas Lyster

Biographic Data

ID5972578
NAMESolveig-Alma Halaas Lyster
GIVEN NAMESSolveig-Alma Halaas
FAMILY NAMELyster
SIGNATURELYSTER S H
AFFILIATIONSUniversity of Oslo
ORCID0000-0002-1129-4310
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS6
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2022
H-INDEX1

  • First and second language sentence repetition

    May-Britt Monsrud, Veslemøy Rydland et al.ARTICLELanguage and Education2022

    The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess la…

  • App-based morphological training produces lasting effects on word knowledge in primary school children

    Open AccessJanne von Koss Torkildsen, Siri Steffensen Bratlie et al.ARTICLEJournal of Educational Psychology2022

    Vocabulary, knowledge of word meanings, is essential for comprehension and production of oral and written language. It is, however, an unconstrained skill that covers a vast content area. This makes explicit teaching of every single word in a language an impossible task. Additionally, teaching the meanings of specific words is unlikely to provide transfer of knowledge to other words. We need to target knowledge and skills that are generalizable. …

  • The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children

    May-Britt Monsrud, Veslemøy Rydland et al.ARTICLEInternational Journal of…2022

    This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the r…

  • Preschool phonological, morphological and semantic skills explain it all

    Open AccessSolveig-Alma Halaas Lyster, Margaret Snowling et al.ARTICLEJournal of Research in Reading2021

    Background There is increasing recognition of the contribution of morphological skills to the development of reading fluency. However, theoretical models and recent research raise questions about how different language skills influence reading development. Methods The present study was designed to follow the reading development of a large sample of Norwegian children ( N = 323) from preschool to Grade 9, assessing their performance on a wide rang…

  • Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition

    Open AccessJannicke Karlsen, Solveig-Alma Halaas Lyster et al.ARTICLEJournal of Child Language2017

    This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the home, maternal education, and previous L1 and L2 vocabulary on the development of L2 vocabulary bread…

  • Lexical Quality Matters

    Open AccessEllen Irén Brinchmann, Hanne Naess Hjetland et al.ARTICLEReading Research Quarterly2016Cited by: 6References: 50

    The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- an…

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

    Open AccessMarianne Klem, Monica Melby-Lervåg et al.ARTICLEDevelopmental Science2015

    Sentence repetition tasks are widely used in the diagnosis and assessment of children with language difficulties. This paper seeks to clarify the nature of sentence repetition tasks and their relationship to other language skills. We present the results from a 2‐year longitudinal study of 216 children. Children were assessed on measures of sentence repetition, vocabulary knowledge and grammatical skills three times at approximately yearly interva…

  • Phonological skills and their role in learning to read

    Monica Melby-Lervåg, Solveig-Alma Halaas Lyster et al.ARTICLEPsychological Bulletin2012

    The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comp…