Veslemøy Rydland

Image of Veslemøy Rydland
Norwegian version of this page
Phone +47 22844776
Room 553
Available hours By appointment
Visiting address Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Postal address Postboks 1092 Blindern 0317 OSLO

Educational background

2007: PhD., Faculty of Education, University of Oslo
2001: Cand. Paed. Advanced Professional Degree in Educational Psychology, Institute for Educational Research, University of Oslo

Research interests

  • Counceling and intervention
  • Language minority children in preschool and school
  • Experiences with early oral discourse and relationships with later text comprehension
  • Peer-group conversations
  • Patterns of first and second language use at home and in school

Current project

Teaching for text comprehension: Supporting young second-language learners’ text comprehension in urban multiethnic preschools in Norway (PreComp)

Tags: Education, Comprehending and learning from text


  • Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric & Snow, Catherine E. (2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial. Child Development.  ISSN 0009-3920.  91, s 2192- 2210 . doi: Full text in Research Archive.
  • Rydland, Veslemøy & Grøver, Vibeke (2020). Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway. Journal of Child Language.  ISSN 0305-0009. . doi: Full text in Research Archive.
  • Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Thurmann-Moe, Anne Cathrine & Lyster, Solveig-Alma Halaas (2019). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism.  ISSN 1367-0050. . doi: 10.1080/13670050.2019.1624685 Full text in Research Archive.
  • Einav, Shiri; Rydland, Veslemøy; Grøver, Vibeke; Robinson, Elizabeth & Harris, Paul L. (2018). Children's trust in print: What is the impact of late exposure to reading instruction?. Infant and Child Development.  ISSN 1522-7227.  27(6), s 1- 11 . doi: 10.1002/icd.2102
  • Rydland, Veslemøy & Grøver, Vibeke (2018). Argumentative peer discussions following individual reading increase comprehension. Language and Education.  ISSN 0950-0782.  s 1- 16 . doi: 10.1080/09500782.2018.1545786 Full text in Research Archive.
  • 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.  22(2), s 234- 250 . doi: 10.1177/1367006916666389 Full text in Research Archive.
  • 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 & 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
  • Rydland, Veslemøy & Kucherenko, Svitlana (2013). “Commuting”: How Linguistic Diversity Is Made Relevant in Young Bilingual Girls’ Identity Negotiations, In Elisabeth Bjørnestad & Janicke Heldal Stray (ed.),  New Voices in Norwegian Educational Research.  Sense Publishers.  ISBN 978-94-6209-462-8.  10.
  • 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 & 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
  • Rydland, Veslemøy (2009). Betydningen av demografiske faktorer, lesing på fritiden og temakunnskaper for 5. klassingers forståelse av fagtekster i naturfag en sammenligning av minoritets- og majoritetsspråklige elever. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(4), s 280- 293 . doi:
  • Rydland, Veslemøy (2009). Whow-when I was going to pretend drinking it tasted coke for real! Second-language learners' out-of-frame talk in peer pretend play: A developmental study from preschool to first grade. European Journal of Developmental Psychology.  ISSN 1740-5629.  6(2), s 190- 222 . doi: 10.1080/17405620601016934
  • 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 & 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
  • Rydland, Veslemøy (2007). How one Turkish-speaking girl came to express her own voice in a Norwegian-speaking playgroup. Nordisk Pedagogik.  ISSN 0901-8050.  (1), s 77- 99
  • Rydland, Veslemøy (2007). Minoritetsspråklige elevers skoleprestasjoner: Hva sier empirisk forskning?. Acta Didactica Norge.  ISSN 1504-9922.  1(1)
  • 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

View all works in Cristin

  • Grøver, Vibeke & Rydland, Veslemøy (2020). Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms.
  • Rydland, Veslemøy & Hernholm, Elizabeth (2020). Hva er et godt språktilbud i flerspråklige områder?.
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
  • Rydland, Veslemøy (2019). Kan barnehage-hjem samarbeid fremme små barns tospråklige utvikling?.
  • Rydland, Veslemøy & Grøver, Vibeke (2019). Parent-child book-sharing in immigrant families and children’s first-language development.
  • Rydland, Veslemøy & Grøver, Vibeke (2019). Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes.
  • Grøver, Vibeke; Rydland, Veslemøy; Garmann, Nina Gram; Tkachenko, Elena; Romøren, Anna Sara Hexeberg; Høglind, Hanne; Thomassen, Kari Elisabeth & Salinas, Veronica (2018). Å vokse opp med flere språk: Språklæring i barnehagen..
  • Rydland, Veslemøy (2018). Språklig mangfold i barnehagen.
  • Rydland, Veslemøy (2018). Språklæring i barnehagen.
  • 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..
  • Rydland, Veslemøy (2017). Hva sier forskning om språkutvikling hos barn fra språklige minoriteter?.
  • Rydland, Veslemøy (2017). "Kan arbeid i naturfaget utvikle elevers språkforståelse?"..
  • Rydland, Veslemøy (2017). Utvikling av språkforståelse gjennom naturfag. Naturfag.  ISSN 1504-4564.  (2), s 42- 45
  • Rydland, Veslemøy (2017). Utvikling av talespråklige ferdigheter 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..
  • Rydland, Veslemøy (2015, 23. november). Intervju med Bergens tidene.
  • 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 & 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.
  • Rydland, Veslemøy (2014). Hva sier forskning om læreforutsetninger og språkutvikling hos barn fra språklige minoriteter?.
  • Rydland, Veslemøy (2014). Hvordan støtte andrespråklig utvikling i barnehagen.
  • Rydland, Veslemøy (2014). Læring og språk, I: Line Wittek & Janicke Heldal Stray (red.),  Pedagogikk - en grunnbok.  Cappelen Damm Akademisk.  ISBN 978-82-02-41424-5.  kapittel.  s 270 - 283
  • Rydland, Veslemøy (2014). Tospråklig utvikling - utfordringer og muligheter.
  • 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.
  • Rydland, Veslemøy (2008). The role of background topic knowledge in 5th graders comprehension of science texts. A study of minority and majority students in Norwegian multilingual classrooms.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). What young children know about ethnic identity.
  • Rydland, Veslemøy & Aukrust, Vibeke Grøver (2007). Second language learners' out-of-frame talk in peer pretend play.
  • 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 & 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.
  • 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 & Rydland, Veslemøy (2003). Peer play interaction and pragmatic development in language minority children.
  • Aukrust, Vibeke Grøver & Rydland, Veslemøy (2002). Second Language Learners Explanatory Talk in Peer Interaction and Academic Language Skills Acquisition.
  • Grotnes, Benedicte; Rydland, Veslemøy; Urnes, Hanne & Smith, Lars (2001). Individual differences in joint attention and language competence in the second year.

View all works in Cristin

Published Aug. 6, 2010 9:33 AM - Last modified Oct. 25, 2019 3:05 PM