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Bratlie, Siri Steffensen
(2024).
Profiles of Home Literacy and Language Use and Proficiency in Young Norwegian Dual Language Learners .
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Bratlie, Siri Steffensen
(2024).
Tospråklige profiler hos norske barnehagebarn.
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Rydland, Veslemøy & Bratlie, Siri Steffensen
(2024).
Har Språksterk hatt betydning for barnas språk og kunnskapsutvikling?
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Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke
(2023).
Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
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Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen
(2023).
Latent profiles of language, communication, attention and play behavior.
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Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke
(2023).
Språkbruk og barnebøker i hjemmet, og språkferdigheter på morsmål og norsk hos torspråklige barnehagebarn: En latent profilanalyse.
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Monsrud, May-Britt; Karlsen, Jannicke; Klem, Marianne & Bratlie, Siri Steffensen
(2023).
Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer.
Norsk tidsskrift for logopedi.
ISSN 0332-7256.
69(3),
p. 22–30.
Show summary
Det kan være vanskelig å vite hva som er årsaken til svake norskferdigheter hos flerspråklige barn og unge med minoritetsbakgrunn. Ved å ta hensyn til individuell variasjon i bakgrunnsfaktorer som har innvirkning på språkutviklingen, kan vi med større sikkerhet vurdere årsaker til svake norskferdigheter. I denne artikkelen vil vi belyse noen av de bakgrunnsfaktorene som er mest sentrale i denne sammenheng.
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Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke
(2023).
Profiles of home language use and demographic factors among diverse young Norwegian dual language learners: A latent profile approach .
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Bratlie, Siri Steffensen
(2022).
Minoritetsspråklige barn, morfologisk kunnskap og morfologisk intervensjon.
Norsk tidsskrift for logopedi.
ISSN 0332-7256.
68(4),
p. 22–24.
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Bratlie, Siri Steffensen
(2022).
The effectiveness of a Norwegian app-based morphology program: Can Captain Morph help students with language minority backgrounds learn new words?
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Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke
(2022).
Profiles of language use and exposure among diverse young Norwegian dual language learners, and the association with language proficiency: A latent class approach.
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Bratlie, Siri Steffensen; Gustafsson, Jan-Eric & Torkildsen, Janne von Koss
(2021).
Latent language-literacy profiles among Norwegian language-minority students
.
Show summary
Purpose
This study examined whether there are subgroups of Norwegian language-minority (LM) students that have distinct latent profiles in the domain of lexical knowledge, such as orthographic, phonological, and semantic skills. The latent profile approach may reveal distinct relationships between different linguistic and literacy skills (e.g., uneven profiles).
Methods
The analyses focused on a group of 186 LM students in Norway who were part of a larger sample of second graders (N = 717). Latent profile analysis was based on seven indicators that together capture orthographic, phonological, and semantic word knowledge as well as general ability. The profiles for LM students were compared to mean scores for the full sample.
Results
The LM students’ language-literacy skills were best described by three distinct latent profiles: one prevalent profile encompassing about two-thirds of the sample (“below average vocabulary, average literacy”) and two profiles that each encompassed a sixth of the sample (“low vocabulary, low literacy” and “low average vocabulary, high literacy”). The profiles were rank-ordered according to achievement across measures, but characterized by lower-than-average vocabulary compared to the full sample. The differences between the three latent profiles were largest in spelling accuracy and reading fluency.
Conclusions
Distinct language-literacy profiles among LM students were identified based on features of lexical knowledge. Few of the LM students had profiles characterized by low reading-fluency skills. Our findings indicate that most LM students benefit from regular instruction in code-related reading skills, but that effective instruction in the semantic elements of language is needed for LM students.
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Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine
[Show all 12 contributors for this article]
(2021).
App-based morphological training produces lasting effects on word knowledge in primary school children.
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Torkildsen, Janne von Koss & Bratlie, Siri Steffensen
(2021).
Kaptein Morf og minoritetsspråklige elever.
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Bratlie, Siri Steffensen
(2019).
Kaptein Morf og elever med minoritetsspråklig bakgrunn.
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Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss
(2019).
Morphological Knowledge of Children with Language Minority Backgrounds and Monolingual children: A Meta-Analysis
.
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Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard
[Show all 10 contributors for this article]
(2019).
Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children.
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Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss
(2019).
Morphological knowledge in language minority children compared with monolingual children: A meta-analysis.
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Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Bratlie, Siri Steffensen; Jarl, Kristensen; Valberg, Åsrun Edvardsen & Røe-Indregård, Hanne
[Show all 9 contributors for this article]
(2017).
Learning Morphology with a Software App: the Effect of Input Variability.
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Bratlie, Siri Steffensen
(2021).
Understanding and enhancing morphological knowledge in children with language-minority backgrounds: a meta-analysis and a randomized controlled trial.
Universitetet i Oslo.