Scientific Publications

Helland, T. (2024). Mathematics difficulties and frequent comorbidities. In S. Adeymi (Ed.), Learning Disabilities in the 21st Century: Improving Students Achievement. London: Proud Pen Limited.

Helland, T. M. (2024). Mathematics difficulties and frequent comorbidities. In Learning Disabilities in the 21st Century: Improving Students Achievement (pp. 11): Proud Pen.

Jan de Jong (2024). Developmental Language Disorder in a Bilingual Context. In: Martin J. Ball, Nicole Muller, Elizabeth Spencer (Eds.), The Handbook of Clinical Linguistics, 2nd Edition. John Wiley & Sons. p. 245-258

Helland, W.A., Aaland, E. Furebotn, K., Pettersen, H., Nilsen, J., Wathne, A, K. S; Roe, A.L., Morken, F. (2024). Investigating pragmatic abilities in five- to seven-year-old Norwegian children: A study using the Pragma test. First Language. https://doi.org/10.1177/01427237241239114

Furnes, B.R., Silkstone, M.D. & Morken, F. (2023). Forskning på dysleksi – historiske utviklingslinjer, i Hesjedal, E. & Furnes, B.R. (red.) Spesialpedagogikk mellom profesjon og disiplin. En utviklingslinje i tre deler. Bergen: Fagbokforlaget.

Helland, T. & Helland W (2023). Debatt: Dysleksi og engelskfaget. Til tross for gode intensjoner og mye kunnskap om dysleksi blir dessverre mange elever med denne vansken ikke identifisert tidlig nok. Skolen har en utfordring her! Dysleksi og engelskfaget (utdanningsnytt.no)

Helland, T., Morken, F. & Helland, W.A. (2023). Disentangling dyslexia from typical L2-learning in emergent literacy. Dyslexia. http://doi.org/10.1002/dys.1753

Morken, F., Helland, W.A., Evanger, E., Vårvik, A. & Jones, L.Ø. (2023) Oral language skills and mental health in female prisoners: pragmatic skills are essential. Frontiers in Psychology, 14. DOI: https://doi.org/10.3389/fpsyg.2023.1212121

Blom, Elma, Tessel Boerma, Figen Karaca, Jan de Jong & Aylin Küntay (2022) Grammatical development in both languages of bilingual Turkish-Dutch children with and without Developmental Language Disorder. Front. Commun. 7:1059427.doi: 10.3389/fcomm.2022.1059427

Helland, T. (2022). Trends in Dyslexia Research during the Period 1950 to 2020;Theories, Definitions, and Publications. Brain Sciences, 12(10). doi:10.3390/brainsci12101323

Helland, T. (2022). Different Definitions of Dyslexia. In Scholarly Community encyclopedia. https://encyclopedia.pub/entry/33554

Helland, Turid. Barn og unges språkutvikling. I: Grunnbok i pedagogisk psykologi. Fagbokforlaget 2022 ISBN 978-82-450-3363-2.

Helland, Turid. Risiko for å utvikle dysleksi: Ta foreldrenes tidlige bekymring på alvor!. Norsk tidsskrift for logopedi 2022; Volum 2. s. 14-16

Helland, W.A., Jones, L.Ø., Hallaråker, H., Høyåsen, M. & Morken, F. (2022). Oral language problems in Norwegian female prisoners. Journal of Correctional Education, 73(1), 31-48

Jan de Jong, Jolien Faas, Hanne Kloots & Jo Verhoeven (Eds.) (2022), Special issue on the occasion of the emeritate of professor Steven Gillis. Stem-, Spraak-, Taalpathologie (Voice, Speech and Language Pathology), vol. 27. https://sstp.nl/article/view/39710

Tjervåg, Eirik, Jan de Jong & Frøydis Morken (2022). Ikke-kanonisk leddstilling i norske barns språk. Norsk tidsskrift for logopedi, 68, 4, 8-20.

Døli, H., Helland, W.A., Helland, T., Næss, H., Hofstad, H., & Specht, K. (2021). Associations between stroke severity, aphasia severity, lesion location, and lesion size in acute stroke, and aphasia severity one year post stroke, Aphasiology, DOI: 10.1080/02687038.2021.2013430

Helland, T., Morken, F., & Helland, W.A. (2021). Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 year. Dyslexia, 27(4), 413–435. https://doi.org/10.1002/dys.1698

Morken, F, Jones, L.Ø. & Helland, W.A. (2021). Disorders of Language and Literacy in the Prison Population: A Scoping Review. Education Sciences.doi.org/10.3390/educsi11020077

Helland, W. A, Johnsen, S.D., Kvitne, A.B. & Morken, F. (2021). Intervensjoner for barn med pragmatiske språkvansker – en litteraturstudie. [Interventions for children with pragmatic language impairment-a literature review] Norsk tidsskrift for logopedi,1, 18-33.

Jan de Jong, Elma Blom & Chantal van Dijk (2021). LITMUS SRep: een zinsherhaaltaak voor het Nederlands (LITMUS SRep: a sentence repetition task for Dutch). Stem-, Spraak- en Taalpathologie, 26, 96-116.

Torkildsen, JvK & Morken, F (2021) Språkutvikling, i Kristian Krog Tamnes (red.) Nevrokognitiv utviklingspsykologi, Oslo: Gyldendal Akademisk.

Helland, Turid; Innerdal, Lene; Lunde Oseng, Ingvild; Helland, Wenche A.
I lys av tidlig innsats: Bruk av termene "språkvansker", "dysleksi" og "dyskalkuli" i lærerutdanningenes emneplaner. Spesialpedagogikk 2020 s. 33-47

Helland, Turid. Dysleksi og arvelighet (gjengivelse av tidligere publiserte artikler i tidsskriftet Svenska Dyslexiörening, Dyslexi. Norsk tidsskrift for logopedi 2020 ;Volum 66.(1) s. 14-23

Helland, T., Innerdal, D., Oseng, I & Helland, W.A. (2020). I lys av tidlig innsats: Bruk av termene språkvansker», «dysleksi» og dyskalkuli» i lærerutdanningenes emneplaner. Spesialpedagogikk, (4), 32-47.

Helland, W.A. (2020). Kartlegging av kommunikasjon hos små barn. PsykNettVest, 2,9.

Helland, W.A (2020). Hvordan kan spesialpedagogisk kompleksitet forstås? Statpedmagasinet , 1, !0-12.

Helland, W. A., Lundervold, A.J., & Posserud, M.B. (2020). Emotional and behavioural function in children with language problems- a longitudinal, population- based study. European Journal of Special Needs education, DOI:10.1080/08856257.2020.1857930

Helland, W. A., & Hollund-Møllerhaug, L. (2020). Assessing pragmatic competence in 18-to 47-months-old Norwegian children. A pilot study with the Language Use Inventory (LUI). RASK, 52, 21-37.

Dickenson, K.E., Hesjedal, E. & Helland, W.A. (2020). Voksne CI-brukeres post-operative erfaringer. En kvalitativ undersøkelse av hva fire voksne CI-brukere erfarer som viktig i tiden etter lydpåsetting. [Adult CI-users experiences post-operation. A qualitative investigation of what four adult CI-users experience as important during the time after sound activation.] Norsk tidsskrift for logopedi,2, 6-15.

Døli, H., Helland, W.A., Helland, T. & Specht, K. (2020). Associations between lesion size, lesion location and aphasia in acute stroke. Aphasiologi, doi:10.1080/02687038.2020.1727838

Elma Blom, Tessel Boerma & Jan de Jong (2019). First language attrition and Specific Language Impairment. In: Monika S. Schmid & Barbara Köpke (Eds.). The Oxford Handbook of language attrition. Oxford University Press. Pp. 108-120.

Ellen Gerrits, Jan de Jong, Rob Zwitserlood & Inge Klatte (2019). Managing children with developmental language disorder - The Netherlands. In: James Law, Cristina McKean, Carol-Anne Murphy & Elin Thordardottir (Eds.), Managing children with developmental language disorder - theory and practice across Europe and beyond. Abingdon: Routledge. Pp. 339-350

Helland, Turid. Språk og dysleksi, 2. utgave. Fagbokforlaget 2019 (ISBN 978-82-450-2803-4) 344 s

Helland, Turid. Den longitudinelle dysleksistudien Ut med språket! I: Årbok 2018 fra Det Kongelige Norske Videnskabers Selskab. Trondheim: Det Kongelige Norske Videnskabers Selskab 2019 ISBN 9788293175506. s. 92

Elisabeth Wiig, Eleanor Semel, Wayne Secord & Jan de Jong (2019). CELF 5-NL. Clinical Evaluation of Language Fundamentals – Fifth edition – Dutch version. Amsterdam: Pearson.

Helland, T., Morken, F., Bless, J., Valderhaug, H., Eiken, M., Helland, W.A., Torkildsen, J.v K. (2018). Auditive training effects from a dichotic listening app in children with dyslexia. Dyslexia, 24,336-356

Morken, F. (2018). Lese- og skriveprosessering og dysleksi. Psyke og Logos, 39 (2), 5-9.

de Jong, Jan (2018). The changing profile of Specific Language Impairment. In A. Bar-On, & D. Ravid (Eds.), Handbook of Communications Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives (Handbooks of Applied Linguistics [HAL]; Vol. 15). Berlin: De Gruyter. 689-704

Posserud, M., Hysing, M., Helland, W., Gillberg, C., & Lundervold, A.J. (2018). Autism traits: The importance of «co-morbid» problems for impairment and contact with services. Data from the Bergen Child Study. Research in Developmental Disabilities,72, 275-28

Døli, Hedda; Helland, Turid; Helland, Wenche A. 2017. Self-reported symptoms of anxiety and depression in chronic stroke patients with and without aphasia. Aphasiology. 31: 1392-1409.

Helland, Turid. 2017. Dysleksi og arvelighet, Del 2. Dyslexi. 1. 24-31.

Helland, Turid; Jones, Lise Øen; Helland, Wenche A. 2017. Detecting Preschool language impairment and risk of develpmental dyslexia. Journal of Research in Childhood Education. 31: 295-311.

Helland, Wenche A; Helland, Turid. 2017. Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment. Research in Developmental Disabilities. 70: 33-39.

Huysmans, Elke; de Jong, Jan; Festen, Joost; Coene, Martine; Goverts, Theo. 2017. Morphosyntactic correctness of written language production in adults with moderate to severe congenital hearing loss. Journal of Communication Disorders. 68: 35-49.

Laloi, Aude; de Jong, Jan; Baker, Anne. 2017. Can executive functioning contribute to the diagnosis of SLI in bilingual children? A study on response inhibition. Linguistic Approaches to Bilingualism. 7: 431-459.

Helland, Turid. 2016. Dyslexia identified early and persists into adolescence. Journal of Pediatrics. 170: 341-344.

Helland, Turid; Morken, Frøydis. 2016. Neurocognitive development and predictors of L1 and L2 literacy skills in dyslexia: A longitudinal study of children 5-11 years old. Dyslexia. 22: 3-26.

Helland, Wenche Andersen; Posserud, Maj-Britt Rocio; Helland, Turid; Heimann, Mikael; Lundervold, Astri. 2016. Language Impairments in children With ADHD and in Children With Reading Disorder. Journal of Attention Disorders. 20:581-589

Morken, Frøydis; Helland, Turid; Hugdahl, Kenneth; Specht, Karsten. 2016. Reading in dyslexia across literacy development: A longitudinal study of effective connectivity. NeuroImage. 144: 92-100.

Posserud, Maj-Britt Rocio; Hysing, Mari; Helland, Wenche A; Gillberg, Christopher; Lundervold, Astri. 2016. Autism traits: The importance of “co-morbid” problems for impairment and contact with services. Data from the Bergen Child Study. Journal of Research in Developmental Disabilities. 72: 275-283.

Selås, Magnhild; Helland, Wenche A. 2016. Pragmatic language impairment in children with Noonan syndrome. Clinical Linguistics & Phonetics. 30: 899-910.

Straume, Anne; Helland, Wenche A. 2016. En pilotstudie av språkferdigheter hos lett premature barn. Norsk tidsskrift for logopedi. 62: 22-28.

Armon-Lotem, Sharon, Jan de Jong & Natalia Meir (Eds.). (2015). Assessing multilingual children: disentangling bilingualism from language impairment. (Communication disorders across languages, 13). Bristol: Multilingual Matters. Multilingual Matters. 376 pages.

Clark, Kristi A; Helland, Turid; Specht, Karsten; Narr, Katherine L; Manis, Franklin R; Toga, Arthur W; Hugdahl, Kenneth. 2015. Reply: Cortical differences in preliterate children at familiar risk of dyslexia are similar to those observed in dyslexic readers. Brain. 138: e379.

de Jong, Jan. 2015. J. de Jong (2015). Elicitation Task for Subject-Verb Agreement. In S. Armon-Lotem, J. de Jong & N. Meir (Eds.), Assessing multilingual children: disentangling bilingualism from language impairment (pp. 25-37). Bristol: Multilingual Matters.

Solem, Caroline; Helland, Turid. 2015. "Ut med språket!", en longitudinell dysleksi-studie. I Dysleksivennlig skole, s. 162-164. 186 sider.

Sværi, Vilde Engelsvold; Andersen, Ida Strandenæs; Helland, Turid. 2015. Førskolebarn i risikosonen for å utvikle dysleksi og databasert trening. En motivasjonsstudie. Norsk tidsskrift for logopedi. 1: 6-15

Torkildsen, Janne von Koss; Morken, Frøydis; Helland, Wenche A; Helland, Turid. 2015. The dynamics of narrative writing in primary grade children: Writing process factors predict story quality. Reading and Writing. 29: 529-554.

Wijnen, Frank; de Bree, Elise; van Alphen, Petra; de Jong, Jan; van der Leij, Aryan. 2015. F. Wijnen, E. de Bree, P.M. van Alphen, J. de Jong & A. van der Leij (2015). Comparing SLI and dyslexia: Developmental language profiles and reading outcomes. In S. Stavrakaki (Ed.), Specific language impairment: current trends in research (Language acquisition and language disorders, 58) (pp. 89-112). Amsterdam: John Benjamins. 4, pages 89-112.

Morken, F., Helland, T., Hugdahl, K. & Specht, K. (2014). Children with dyslexia show cortical hyperactivation in response to increasing literacy processing demands. Frontiers in Psychology. doi: 10.3389/fpsyg.2014.01491

Helland, W.A., Lundervold, A.J., Heimann, M. & Posserud, M.J. (2014) Stable associations between behavioral problems and langiage impairments across childhood. The importance of pragmatic language problems. Research in Developmental Disabilities, 35, 943-951.

Helland, W.A. (2014). Differentiating children with specific language impairment and children with Asperger syndrome using parental reports. Annals of Psyciatry and Mental Health, 2 (3): 1013

Helland, W.A. (2014). Stabil samanhang mellom språk og åtferdsvanskar. Statpedmagasinet, 1, 28-31 (invited paper)

Morken, F. and Helland, T.: Writing in Dyslexia: Product and Process. Dyslexia, 19 (3), 131-148. DOI: 10.1002/dys.1455

Torkildsen, J.vK.; Dailey, N.S.; Aguilar, J. M.; Gómez, R.; Plante, E.: Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar by individuals with language-based learning disability. Journal of Speech, Language and Hearing Research, 56, 618-629.

Arciuli, J. and Torkildsen, J. v. K. Advancing our understanding of the link between statistical learning and language acquisition: The need for longitudinal data. Frontiers in Psychology. Volume 3, Article no. 324. doi: 10.3389/fpsyg.2012.00324.

Helland, T. (2012). Språk og dysleksi. Bergen: Fagbokforlaget.

Helland, T. (2012). Utvikling av dysleksi - illustrert ved det longitudinelle Bergens-prosjektet "Ut med språket!" Dysleksi - en fælles nordisk udfordring (pp. 36-52): Landsforeningen af læsepædagoger.

Helland, W.A (2012) «Communication difficulties in children identified with psychiatric problems» In .M.K. Jackson (ed). Psychology of language. (pp 97-128), Nova Science Inc Publishers.

Helland, W. A., Posserud, M.-B. R., Helland, T., Heimann, M., & Lundervold, A. (2012). Language Impairments in children With ADHD and in Children With Reading Disorder. Journal of Attention Disorders. doi:http://dx.doi.org10.1177/1087054712461530

Helland, W. A., Biringer, E. A., Helland, T., & Heimann, M. (2012). Exploring language profiles for children with ADHD and children with Asperger syndrome. Journal of Attention Disorders, 16(1), 34-43. doi:http://dx.doi.org10.1177/1087054710378233

Helland, W.A., Helland, T, & Heimann, M. (2012). Language profiles and mental health problems in children with specific language impairment and children with ADHD. Journal of Attention Disorder.doi:10.1177/1087054712441705

Helland, W.A., & Hollund-Møllerhaug, L. (2012). Children’s Communication Checklist Second Edition. Et nytt instrument til kartlegging av språk og kommunikasjon hos barn og unge. Norsk tidsskrift for logopedi,2,61.

Hjorteland, M.-A., & Helland, T. (2012). Visuo-spatiale ferdigheter i tidlig skolealder kan predikere senere lese- og skriveferdigheter. Norsk tidsskrift for logopedi, 2, 34-42.

Katsos, N., Asbjørnsen, A. , Torkildsen, J. v.K. and co-authors from 25 languages. The acquisition of quantification across languages: Some Predictions. Proceedings of BUCLD 36, 1, 258-268.

Torkildsen, J. vK. Språkvansker –er statistisk læring problemet? [Language impairment –is statistical learning the problem?] Norsk tidsskrift for logopedi. [Norwegian Journal of Logopedics], 4, 18-24.

Helland, T., Plante, E., & Hugdahl, K. (2011). Predicting Dyslexia at Age 11 from a Risk Index Questionnaire at Age 5. Dyslexia, 17(3), 207-226. doi:10.1002/dys.432

Helland, T., Tjus, T., Hovden, M., Ofte, S. H., & Heimann, M. (2011). Effects of ta bottom-up and a top-down intervention principle in emergent literacy in children at risk of developmental dyslexia. A longitudinal study. Journal of Learning Disabilities, 44(105). doi:DOI: 10.1177/0022219410391188

Helland, T., & Abildgaard, E. (2011). Sammenligning av engelskkunnskaper hos to grupper 6. - 7.klassinger undervist etter henholdsvis L97 og K06. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.

Helland, W.A. (2011). Kommunikasjonsvanskar hos barn med psykiatriske problem. Norsk tidsskrift for logopedi, 1, 5-10.

Helland, W.A., & Hollund-Møllerhaug, L.(2011). Forord. In BishopThe Children’s Communication Checklist. Second Edition. Manual. Norsk versjon.(pp5-6). Stockholm, Pearson Education  Ltd.

Selås, M. (2011) Nordisk språksosialisering i ei spennande framtid. In: Akselberg, G. og Bugge, E.: Vestnordisk språkkontakt gjennom 1200 år. Fróðskapur, Faroe University Press, s. 201-218.

Døli, H. & Håkonsen, T. (2010) A study on the comprehension of quantifiers and implicatures in preschool children: Effects of working memory and general grammatical abilities. Master thesis. University of Bergen.

Kvinnsland, M. B., Pedersen, N. H., & Helland, T. (2010). Normering av nasalverdier målt med nasometer II på norske barn en pilotstudie. Norsk tidsskrift for logopedi, 56(1), 20-28.

Lerøy, E., Helland, T., & Ofte, S. H. (2010). Arbeidsminne som ein tidleg markør hos barn i risikosona for å utvikle dysleksi. Norsk tidsskrift for logopedi, 56(2), 10-19.

Nysæter, R., Ofte, S. H., & Helland, T. (2010). Tidlige kognitive markører for utvikling av dysleksi. Norsk tidsskrift for logopedi, 56(3), 18-27.

Selås, M. (2010). Små barn og konsonantgrupper. Innlæring av #sC i eit vestnorsk materiale. Norsk Lingvistisk Tidsskrift 1/2010.

Torkildsen, J.v.K. Barns tidlige språktilegnelse: teorier og metoder. [Early language development: theories and methods] In Moe, Slinning and Bergum Hansen (Eds.) Håndbok I sped- og småbarns psykiske helse. [Handbook of Infant and toddler mental health] pp. 171-194. Gyldendal Akademisk.

Helland, T. (2009a). Challenges in Dyslexia Research. In N. S. Sala & D. D. Peyton (Eds.), Reading: Assessment, Comprehension and Teaching. Hauppauge: Nova Science Publishers, Inc.

Helland, T. (2009b). Vi lærer hele tiden. In T. Manger, S. Lillejord, T. Nordahl & T. Helland (Eds.), Livet i skolen (Vol. 1). Bergen: Fagbokforlaget.

Helland, T. (2009c). Vi lærer på ulike måter. In T. Manger, S. Lillejord, T. Nordahl & T. Helland (Eds.), Livet i skolen (Vol. 1). Bergen: Fagbokforlaget.

Helland, T., & Morken, F. (2009a). Dysleksi og fremmedspråk. Leseveiledning, Fremmedspråksenteret.

Helland, T., & Morken, F. (2009b). Dysleksi og fremmedspråk. Språk og språkundervisning.

Helland, W. A., Biringer, E. A., Helland, T., & Heimann, M. (2009). The usability of a Norwegian adaptation of the Children's Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds. Scandinavian Journal of Psychology, 50(3), 287-292.

Morken, F. (2009). Oral foreign language learning and dyslexia. A comparative study between Norway and Hungary. Master thesis, Department of biological and medical psychology, University of Bergen. 

Torkildsen, J. v.K.; Friis Hansen, H.; Svangstu, J M; Smith, L.; Simonsen, H.G.; Moen, I.; Lindgren, M. Brain dynamics of word familiarization in 20-month-olds: Effects of productive vocabulary size. Brain and Language 108, 73-88.

Alter. K., Horne, M., Lindgren, M.,  Roll, M. and Torkildsen, J.vK. (Ed). Brain Talk. Discourse with and in the Brain. Series Editor: S. Strömqvist. Lund: Lund University. 334 pages.          

Torkildsen, J.v.K. Electrophysiological correlates of word learning in infants. In Alter, Horne, Lindgren, and Torkildsen (Eds): Brain Talk. Discourse with and in the Brain. Papers from the 1st Birgit Rausing Language Program Conference in Linguistics. Lund University, pp. 31-45.

Helland, T., Asbjørnsen, A. E., Hushovd, A. E., & Hugdahl, K. (2008). Dichotic Listening and School Performance in Dyslexia. Dyslexia, 14(1), 42-53.

Helland, T., & Rommetveit, K. (2008). Dysleksi, et flerfaglig forskningsfelt. Aktuell dysleksiforskning sett i lys av Imre Lakatos' filosofi om forskningprogram Språkvansker. Teoretiske perspektiver og praktiske utfordringer (pp. 199-218): Cappelen Akademisk Forlag.

Hugdahl, K., Helland, T., & Niemi, J. (2008). Asymmetry of language processing Proceedings from the 1st Nordic Conference of Clinical Linguistics (pp. 42-52): University Press of Joensuu.

Kristoffersen, K. E., Smith, L., Wium, K., Torkildsen, J. v. K., & Simonsen, H. G. MacArthur-Bates communicative development inventories (Norwegian adaptation) Words and Gestures (8-16 months).

Kristoffersen, K. E., Smith, L., Wium, K., Torkildsen, J. v. K., & Simonsen, H. G. MacArthur-Bates communicative development inventories (Norwegian adaptation) Words and Sentences (16-30 months).

Ofte, S. H., Helland, T., & Hugdahl, K. (2008). En kvalitativ rapport om gjennomføringen av "Ut med språket" (UMS), en longitudinell undersøkelse av barn fra 5 til 8 år som står i fare for å utvikle lese- og skrivevansker i skolen. Norsk tidsskrift for logopedi, 2, 27-32.

Torkildsen, J.v.K.; Svangstu, J.M.; Friis Hansen, H.; Smith, L.; Simonsen, H.G.; Moen, I.; Lindgren, M.   Productive vocabulary size predicts ERP correlates of fast mapping in 20-month-olds. Journal of Cognitive Neuroscience, 20, 1266-1282.

Torkildsen, J.v.K. ERP kan bidra til tidlig identifisering av barn med risiko for språk- og lesevansker [ERPs may contribute to early identification of children at risk for language or reading impairment] Norsk Tidsskrift for Logopedi [Norwegian Journal of Logopedics] 53, 10-16

Torkildsen, J.v.K. Lexical processing in typically and atypically developing toddlers: Insights from event-related brain potentials. PhD thesis defended on June 20th 2008. 

Helland, T. (2007). Dyslexia at a behavioural and a cognitive level. Dyslexia, 13(1), 25-41.

Helland, W.A & Heimann, M. (2007). Assessment of pragmatic language impairment in children referred to psychiatric services. A pilot study of the Children’s communication Checklist in a Norwegian sample.    Logopedics Phoniatrics Vocology (32),23-33.

Selås, M. (2007) Sørlandet – ein språkleg region? In: Akselberg og Myking (red.): Å sjå samfunnet gjennom språket. Heidersskrift til Helge Sandøy på 60-årsdagen 14.06. 2007. Novus forlag, Oslo. S. 189-197. 

Torkildsen, J.v.K; Syversen, G.; Simonsen, H.G.; Moen, I.; Smith, L.; Lindgren, M.Brain responses to lexical-semantic priming in children at-risk for dyslexia. Brain and Language.102, 243-261. 

Torkildsen, J.v.K; Syversen, G; Simonsen, H.G.; Moen, I.; Smith, L.; Lindgren, M. Electrophysiological correlates of auditory semantic priming in 24-month-olds. Journal of Neurolinguistics 20, 332-351.

Helland, T., Ofte, S. H., & Hugdahl, K. (2006). “Speak up!” A longitudinal study of children at-risk of developing language, reading, writing, and mathematics impairment In A. E. Asbjornsen (Ed.), Proceedings from Nordic Network in Logopedics. Bergen: University of Bergen.

Helland, T., & Rommetveit, K. (2006). Current dyslexia research seen in the light of Imre Lakatos' philosophy of research programmes Dyslexia in Children. New Research (pp. 103-122): Nova Science Publishers, Inc.

Hagtvet, B. E., Helland, T., & Lyster, S. A. H. (2006). Literacy acquisition in Norwegian. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of Orthography and Literacy (pp. 15-30). Mahwah, N. J.: Lawrence Erlbaum Associates.

Asbjørnsen, A. E., & Helland, T. (2006). Dichotic listening performance predicts language comprehension. Laterality, 11(3), 251-262.

Asbjørnsen, A. E., & Helland, T. (2006). Language comprehension predicts dichotic listening performance. Laterality. Asymmetries of Body, Brain and Cognition, 11(3), 251-262.

Torkildsen, J.v.K; Sannerud, T.; Syversen, G.; Thormodsen, R.; Simonsen, H. G.; Moen, I.; Smith, L.; Lindgren, M. Semantic organization of basic level words in 20-month-olds: an ERP study. Journal of Neurolinguistics 19, 431-454.

Johannessen, J.B.; Hagen, K.; Torkildsen, J.v.K. Grammatikkspill og treanalyser for skoleelever. [Grammar games for high school students] Norsklæraren, 1, 22-26.

Johansson, C. and Torkildsen, J.v.K. Reaktionstider för genuskongruens: hur processeras genus?. [Reaction times for gender congruency. How is grammatical gender processed?]. MONS 10. Utvalgte artikler fra det tiende møtet om norsk språk (2003). [Selected papers from the 10th meeting about Norwegian Language] Kristiansand: Høyskoleforlaget, 157-167.

Helland, T. (2005). Dysleksi. Logopedlagets småskrifter, 23 sider.

Ofte, S. H., & Helland, T. (2005). "Ut med språket!" En longitudinell studie av barn fra 5 til 8 år som står i fare for å utvikle lese-, skrive-, og matematikkvansker. Nevropsykologi, 8(1), 18-20.

Selås, M. (2005) Forklaring og forståing i sosiolingvistikken. Prøveforelesing for Dr. Art.-graden, Universitetet i Bergen. Målbryting 7, p. 169 –189.

Helland, T., & Asbjørnsen, A. E. (2004). Digit Span in Dyslexia: Variations According to Language Comprehension and Mathematics Skills. Journal of Clinical and Experimental Neuropsychology, 26(1), 31 - 42.

Helland, T., & Kaasa, R. (2005). Dyslexia in English as a Second Language. Dyslexia(11), 41-60.

Helland, T., & Ofte, S. H. (2004). Ut med språket! En longitudinell studie av barn i risikosonen for å utvikle vansker innen områdene lesing, skriving og matematikk. Norsk tidsskrift for logopedi, 3(50), 20-21.

Helland, W.A., & Heimann, M. (2004). Pragmatiske språkvanskar og barnepsykiatri. Spesialpedagogikk, 7,14-19

Heitmann, R. R., Asbjørnsen, A. E., & Helland, T. (2004). Attentional functions in speech fluency disorders. Logopedics, Phoniatrics, Vocology, 29, 119-127.

Ofte, S. H., & Helland, T. (2004). Ut med språket! En longitudinell studie av barn i risikosonen for å utvikle vansker innen områdene lesing, skriving og matematikk. Norsk tidsskrift for logopedi, 3, 20-21.

Selås, M. (2004) Dialektal variasjon og endring aust på Agder – beskrive og forklart ved to språklege variablar. Dr. Art.-dissertation, University of Bergen: Bergen, Norway.

Helland, T., & Asbjørnsen, A. E. (2003). Visual-Sequential and Visuo-Spatial Skills in Dyslexia: Variations According to Language Comprehension and Mathematics Skills. Child Neuropsychology, 9(3), 208 - 220.

Asbjørnsen, A. E., Helland, T., Obrzut, J. E., & Boliek, C. A. (2003). The Role of Dichotic Listening Performance and Tasks of Executive Functions in Reading Impairment: A Discriminant Function Analysis. Child Neuropsychology, 9(4), 277 - 288.

Helland, T. (2002). Neuro-Cognitive Functions in Dyslexia. Variations According to Language Comprehension and Mathematics Skills. Doctoral degree (Doctoral thesis, Department of Special Education, Faculty of Education, University of Oslo), Oslo.  

Selås, M. (2002) Vokalreduksjon i trykklett V+r. I: Eivindarmál. Heiðursrit til Eivind Weyhe á sekstí ára degi hansara 25. apríl 2002. Føroya Fróðskaparfelag, Tórshavn p. 341–351.

Helland, T., & Asbjornsen, A. E. (2001). Brain asymmetry for language in dyslexic children. Laterality: Asymmetries of Body, Brain and Cognition, 6(4), 289-301.

Helland, T. (2001). Spesialpedagogikkens troverdighet. Spesialpedagogikk, 6, 26-30.

Selås, M. (2001) ”Beskrive, forklare eller forstå i sosiolingvistikken”. Målbryting 5, 2001, 113– 133.

Helland, T., & Asbjornsen, A. E. (2000). Executive functions in dyslexia. Child Neuropsychology, 6(1), 37-48.