Vibeke Grøver

Image of Vibeke Grøver
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Phone +47-22857601
Room 552
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Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Postal address Postboks 1092 Blindern 0317 OSLO

Educational background

  • 1992: Dr.polit., University of Oslo
  • 1982: Master degree in educational psychology, University of Oslo
  • 1977: Elementary school teacher

Research interests

  • Language and reading comprehension in children
  • Language minority children’s learning in school
  • Peer interaction

Current activities

Research on language minority students' language learning and reading comprehension in two projects:

  • Language minroity students' text comprehension - a longitudinal study
  • Teaching for text comprehension: supporting young second language learners' text comprehension in urban, multiethic preschools in Norway

Academic leadership

  • Chair Department of Educational Research, University of Oslo (2006-2008)
  • Dean Faculty of Education, UNiversity of Oslo (January 2009- December 2012)
  • Leader of the Norwegian Advisory Board for the Peder Sather Center at University of California Berkeley (2012-2014)

Teaching

  • Presently on sabbatical leave (2013-2014)
  • Areas of teaching expertise: learning, language and communication, reading comprehension, educational psychology

Completed projects

  • Young children's language learning in a cross-cultural perspective (1994-1998)
  • Young children's close relationships outside of the family: Parental ethnotheories in four communities in Norway, United States, Turkey and Korea (with Carolyn Edwards)
  • Classroom research: part of the evaluation of Reform -97, a comprehensive Norwegian school reform (with Kirsti Klette, Frøydis Hertzberg og Bente Hagtvet)

Research stays at other institutions

  • Visiting scholar Harvard Graduate School of Education (1991, 1995, 2002/2003)
  • Center for advances Study at the Norwegian Academy of Science and Letters (1996/1997)
  • Visiting scholar at Harvard Graduate School of Education from February 1 2013 - May 15 2013
  • Visiting scholar East China Normal University Shanghai, July 2013
  • Visiting scholar New York University, fall 2013
  • Visiting scholar University of California Berkeley, spring 2014
Tags: Education, Comprehending and learning from text, USA

Publications

  • Grøver, Vibeke (2017). Fostering vocabulary in early childhood education, In Natalia Kucirkova; Catherine E. Snow; Vibeke Grøver & Catherine McBride (ed.),  The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context..  Routledge.  ISBN 978-1-138-78788-9.  23.  s 284 - 295
  • McBride, Catherine; Snow, Catherine E.; Kucirkova, Natalia & Grøver, Vibeke (2017). Old and new: reflecting on the enduring key issues in early literacy., In Natalia Kucirkova; Catherine E. Snow; Vibeke Grøver & Catherine McBride (ed.),  The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context..  Routledge.  ISBN 978-1-138-78788-9.  30.  s 373 - 382
  • Grøver, Vibeke (2016). Implementing interventions: Building a shared understanding of why. New Directions for Child and Adolescent Development.  ISSN 1520-3247.  2016(154), s 109- 112 . doi: 10.1002/cad
  • Grøver, Vibeke; Lawrence, Joshua F. & Rydland, Veslemøy (2016). Bilingual Preschool Children’s Second-Language Vocabulary Development: The Role of First-language Vocabulary Skills and Second-language Talk Input. International Journal of Bilingualism.  ISSN 1367-0069. . doi: 10.1177/1367006916666389 Full text in Research Archive
  • Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk and learning: uniting discursive, social, andcultural facets of peer interactions, In Asta Cekaite; Shoshana Blum-Kulka; Vibeke Grøver & Eva Teubal (ed.),  Children's peer talk: Learning from each other.  Cambridge University Press.  ISBN 978-1139084536.  editors introduction.  s 3 - 19
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua F. (2014). The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway, In Asta Cekaite; Shoshana Blum-Kulka; Vibeke Grøver & Eva Teubal (ed.),  Children's peer talk: Learning from each other.  Cambridge University Press.  ISBN 978-1139084536.  Kapittel 11.  s 214 - 234
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language.  ISSN 0305-0009.  41(2), s 352- 381 . doi: 10.1017/S0305000912000712
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua Fahey (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood.. Journal of Child Language.  ISSN 0305-0009.  41(2), s 352- 381 . doi: http://doi.org/10.1017/S0305000912000712
  • Rydland, Veslemøy; Grøver, Vibeke & Fulland, Helene (2013). Living in neighborhoods with high or low co-ethnic concentration: Turkish-Norwegian-speaking students' vocabulary skills and reading comprehension. International Journal of Bilingual Education and Bilingualism.  ISSN 1367-0050.  16(6), s 657- 674 . doi: 10.1080/13670050.2012.709224
  • Lekhal, Ratib; Soest, Tilmann M von; Wang, Mari Vaage; Aukrust, Vibeke Grøver & Schjølberg, Synnve (2012). Norway's High-Quality Center Care Reduces Late Talking in High- and Low-Risk Groups. Journal of Developmental and Behavioral Pediatrics.  ISSN 0196-206X.  33(7), s 562- 569 . doi: 10.1097/DBP.0b013e3182648727
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Fulland, Helene (2012). How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms. Reading and writing.  ISSN 0922-4777.  25(2), s 465- 482 . doi: 10.1007/s11145-010-9279-2
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of applied developmental psychology.  ISSN 0193-3973.  32(4), s 198- 207 . doi: 10.1016/j.appdev.2011.01.002
  • Aukrust, Vibeke Grøver (2010). An overview of Language and Literacy in Educational Settings, In Penelope Peterson; Eva Baker & Barry McGaw (ed.),  International Encyclopedia of Education, Third edition, Volume 5.  Elsevier.  ISBN 978-0-08-044893-0.  Volume 5.  s 345 - 355
  • Lervåg, Arne Ola & Aukrust, Vibeke Grøver (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry and Allied Disciplines.  ISSN 0021-9630.  51(5), s 612- 620 . doi: 10.1111/j.1469-7610.2009.02185.x
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Barnehagens kvalitet og skolefaglig læring: en kunnskapsoversikt. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (3), s 178- 187
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). 'Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics.  ISSN 0378-2166.  41(8), s 1538- 1556 . doi: 10.1016/j.pragma.2007.03.009
  • Aukrust, Vibeke Grøver (2008). Boys' and girls' conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor?. Gender and Education.  ISSN 0954-0253.  20(3), s 237- 252 . doi: 10.1080/09540250802000413
  • Aukrust, Vibeke Grøver (2008). Turkish-speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  52(3), s 293- 314 . doi: 10.1080/00313830802025108
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2008). 'Does it matter?'Talking about ethnic diversity in preschool and firest grade classrooms. Journal of Pragmatics.  ISSN 0378-2166.  40 . doi: 10.1016/j.pragma.2007.03.009
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). Identity revealed through talk among young language-minority children in Norwegian classrooms. International Journal of Educational Research.  ISSN 0883-0355.  47(5), s 301- 311
  • Aukrust, Vibeke Grøver (2007). 'Røverkjøp' og 'bra kjøp': om språk og leseforståelse, I: Ivar Bråten (red.),  Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-26175-7.  kapittel.  s 110 - 127
  • Aukrust, Vibeke Grøver (2007). Young children acquiring second language vocabulary in preschool group-time: does amount, diversity and discourse complexity of teacher talk matter?. Journal of Research in Childhood Education.  ISSN 0256-8543.  22(1), s 17- 38
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2007). Minoritetsspråklige barn og lesing - hvordan kan barnehagen og skolens begynnerundervisning legge til rette for leseforståelse?, I: Ivar Bråten (red.),  Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-26175-7.  kapittel.  s 128 - 146
  • Edwards, Carolyn Pope; Knoche, Lisa; Aukrust, Vibeke Grøver; Kumru, Asiye & Kim, Misuk (2006). Parental Ethnotheories of Child Development. Looking Beyond Independence and Individualism in American Belief Systems, In Uichol Kim; Kuo-Shu Yang & Kwang-kuo Hwang (ed.),  Indigenous and Cultural Psychology. Understanding People in Context.  Springer Publishing Company.  ISBN 0387286616.  Kapittel 6.  s 141 - 162
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Lexical Repetition in Second Language Learners' Peer Play Interaction. Language learning.  ISSN 0023-8333.  55(2), s 229- 274
  • Aukrust, Vibeke Grøver (2004). Explanatory discourse in young second language learners' peer play. Discourse Studies.  ISSN 1461-4456.  6, s 393- 412
  • Aukrust, Vibeke Grøver (2004). Talk about talk with young children: pragmatic socialization in two communities in Norway and the US. Journal of Child Language.  ISSN 0305-0009.  31, s 177- 201
  • Aukrust, Vibeke Grøver (2003). Klassrumssamtal, deltagarstrukturer och lärande. Teoretiske traditioner och aktuell forskning kring lärarstyrda samtal, I: Olga Dysthe (red.),  Dialog, samspel och lärande.  Studentlitteratur AB.  s 167 - 191
  • Aukrust, Vibeke Grøver (2003). Learning to talk about talk: A study of dinner table conversations in two communities in Norway and the United States, In B Beachley (ed.),  BUCLD 27: Proceedings of the 27th annual Boston University Conference on Language Development.  Cascadilla Press.  s 73 - 83
  • Aukrust, Vibeke Grøver (2003). Masterpiece and apprentice piece. Nordisk Pedagogik.  ISSN 0901-8050.  s 139- 142
  • Aukrust, Vibeke Grøver (2003). Samtaledeltakelse i norske klasserom - en studie av deltakerstrukturer og samtalebevegelser, I: Kirsti Klette (red.),  Klasserommets praksisformer etter Reform 97.  Pedagogisk forskningsinstitutt, Universitetet i Oslo.  s 77 - 110
  • Aukrust, Vibeke Grøver (2003). Å få ordet - å ta ordet. Jenters og gutters samtaledeltakelse i klasserommet, I: Kirsti Klette (red.),  Klasserommets praksisformer etter Reform 97.  Pedagogisk forskningsinstitutt, Universitetet i Oslo.  s 111 - 136
  • Aukrust, Vibeke Grøver; Edwards, Carolyn Pope; Kumru, Asiye; Knoche, Lisa & Kim, Misuk (2003). Young children's close relationships outside the family: Parental ethnotheories in four communities in Norway, United States, Turkey, and Korea. International Journal of Behavioral Development.  ISSN 0165-0254.  27(6), s 481- 494

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  • Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (ed.) (2017). The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge.  ISBN 978-1-138-78788-9.  391 s.
  • Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (ed.) (2014). Children's peer talk: Learning from each other. Cambridge University Press.  ISBN 978-1139084536.  280 s.
  • Aukrust, Vibeke Grøver (2011). Learning and cognition in education. Elsevier.  ISBN 0123814383.  272 s.

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  • Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young bilinguals' narrative and perspective-taking skills..
  • Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young emergent bilinguals' narrative skills..
  • Grøver, Vibeke (2016). Assessing narrative and perspective-taking skills in young children.
  • Grøver, Vibeke (2016). Hva kjennetegner et godt språkmiljø i barnehagen?.
  • Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study..
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning..
  • Grøver, Vibeke; Rydland, Veslemøy; Kucherenko, Svitlana & Sandøy, Mari Hustad (2016). Enhancing vocabulary development in young bilingual learners through text talk in school and at home..
  • Grøver, Vibeke (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?.
  • Grøver, Vibeke (2015). Multilingual daycare in Norway.
  • Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn..
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure..
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen.
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample..
  • Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
  • Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
  • Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension.
  • Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk.
  • Grøver, Vibeke (2013). Second-language Speakers in Scandinavian Early Childhood Education.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Language Learning and Text Comprehension in Norway: Using an Observation-based Longitudinal Study to Outline a Randomized Controlled Intervention Study.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
  • Grøver, Vibeke (2013). Young language-minority children's participation in preschool talk: long-term implications?.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F. (2013). Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
  • Rydland, Veslemøy & Grøver, Vibeke (2013). The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.
  • Rydland, Veslemøy; Grøver, Vibeke & Lawrence, Joshua (2013). Learning a Second Language in Preschool: Children With High First-Language Skills Benefit More From Rich Second-Language Exposure.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Peer text discussion and content-area comprehension.
  • Aukrust, Vibeke Grøver; Rydland, Veslemøy & Lawrence, Joshua (2011). Can L1 vocabulary skills predict L2 vocabulary development? A study of Turkish immigrant children learning Norwegian as a second language.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Does teacher talk and peer talk in preschool have a long-term effect on immigrant children’s L2 vocabulary development?.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Is Turkish vocabulary and advantage in acquiring Norwegian vocabulary? A longitudinal study of bilingual children in Norway.
  • Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). The role of peer talk for immigrant children’s vocabulary development. A longitudinal study of native-Turkish children growing up in Norway.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Minority children in Norwegian preschools and 1st grade classrooms: Does the quality of talk exposure predict second-language aquisition over time?.
  • Aukrust, Vibeke Grøver; Rydland, Veslemøy & Solbrekke, Tone Dyrdal (2009). Minoritetsspråklige elever - opplæringsbetingelser og læringsutbytte. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(4), s 243- 246
  • Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Background knowledge, vocabulary and reading comprehension in second-language learners in fifth grade.
  • Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Topic reading comprehension in second language learning in Norwegian fifth grade classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Learning the second language through peer talk. A longitudinal study of Turkish-speaking children in Norwegian classrooms.
  • Aukrust, Vibeke Grøver (2008). Barnehagens betydning for skolefaglig læring - en kunnskapsoversikt.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). What young children know about ethnic identity.
  • Aukrust, Vibeke Grøver (2007). Classroom Discourse and Young Immigrant Students in Northern Europe.
  • Aukrust, Vibeke Grøver (2007). Classroom conversations as immediate and long-term resources for second language acquisition in immigrant first grade children.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2007). Second language learners' out-of-frame talk in peer pretend play.
  • Aukrust, Vibeke Grøver (2006). Tidlig språkstimulering og livslang læring - en kunnskapsoversikt.
  • Aukrust, Vibeke Grøver (2006). Young children acquiring second language vocabulary in group time.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Teachers' and children's talk about ethnic and linguistic diversity in preschool and first grade classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Young children acquiring second language vocabulary in group time: What matters?.
  • Aukrust, Vibeke Grøver (2005). Tidlig språkstimulering og livslang læring: en oversikt over forskningsfeltet.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2005). Talking about Ethnic and Linguistic Diversity in Preschool Classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Learning talk in peer interaction: How children come to express their own voice in peer play groups.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Second Language Learning Children's Lexical Repetition in Peer Play Discourse and Second Language Acquisition.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Young Second Language Learners' Negotiation Strategies in Pretend Play Participation: A lonitudinal Study.
  • Aukrust, Vibeke Grøver (2004). Acquisition of narrative competence in interaction - a crosscultural perspective.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2004). Children's Oral Discourse in Bilingual and Cross-cultural Contexts: Pragmatic Strategies for Participating in Interpretive Discourse.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2004). Second Language Learners' Peer Discourse and Language Acquisition in Multicultural Preschool Classrooms.
  • Aukrust, Vibeke Grøver (2003). International Relations Committee. Educational Researcher.  ISSN 0013-189X.  32, s 49- 49
  • Aukrust, Vibeke Grøver (2003). Language Minority Children and Peer Interaction.
  • Aukrust, Vibeke Grøver (2003). Language Minority Children's Discursive Participation in Preschool.
  • Aukrust, Vibeke Grøver (2003). Learning to talk about talk: pragmatic socialization at home and at school in two communities in Norway and the US.
  • Aukrust, Vibeke Grøver (2003). Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2003). Peer play interaction and pragmatic development in language minority children.
  • Klette, Kirsti; Aukrust, Vibeke Grøver; Hagtvet, Bente Eriksen & Hertzberg, Frøydis (2003). Synteserapport - klasserommets praksisformer etter Reform97.
  • Kumru, Asiye; Edwards, Carolyn Pope; Aukrust, Vibeke Grøver; Knoche, Lisa & Kim, Misuk (2003). Mothers' ideas about young children's extended relationships in USA, Norway, Turkey, and Korea.
  • Kumru, Asiye; Edwards, Carolyn Pope; Aukrust, Vibeke Grøver; Knoche, Lisa; Kim, Misuk & Sayil, Melike (2003). Parents' perceptions of children's social needs and quality childcare in Turkey, Norway, USA, and Korea.

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Published Oct. 2, 2010 4:56 PM - Last modified Sep. 23, 2016 4:44 PM