Veslemøy Rydland

Professor - Institutt for pedagogikk

Norwegian version of this page

Email veslemoy.rydland@iped.uio.no

Phone +47 22844776

Room 553

Available hours By appointment

Username

Visiting address Sem Sælands vei 7 Helga Engs hus 0317 Oslo

Postal address Postboks 1092 Blindern 0317 Oslo

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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)

Røe-Indregård, Hanne; Rowe, Meredith L.; Rydland, Veslemøy & Zambrana, Imac Maria (2022). Features of communication in Norwegian parent–child play interactions. First language. ISSN 0142-7237. 42(3), p. 383–404. doi: 10.1177/01427237211072661.
Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2021). Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.767137. Full text in Research Archive Show summary
The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.
Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy; van Gils, Suzanne & Vermeer, Harriet J [Show all 7 contributors for this article] (2021). The Association between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.763682. 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: 10.1017/S0305000920000495. Full text in Research Archive
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, p. 2192–2210. doi: 10.1111/cdev.13348. 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
Rydland, Veslemøy & Grøver, Vibeke (2018). Argumentative peer discussions following individual reading increase comprehension. Language and Education. ISSN 0950-0782. p. 1–16. doi: 10.1080/09500782.2018.1545786. 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), p. 1–11. doi: 10.1002/icd.2102.
Grøver, Vibeke; Lawrence, Joshua & 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).
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), p. 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 Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (Ed.), Children's peer talk: Learning from each other. Cambridge University Press. ISSN 978-1139084536. p. 214–234. doi: 10.1017/cbo9781139084536.015.
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), p. 352–381. doi: 10.1017/S0305000912000712.
Rydland, Veslemøy & Kucherenko, Svitlana (2013). “Commuting”: How Linguistic Diversity Is Made Relevant in Young Bilingual Girls’ Identity Negotiations. In Bjørnestad, Elisabeth & Stray, Janicke Heldal (Ed.), New Voices in Norwegian Educational Research. Brill|Sense. ISSN 978-94-6209-462-8.
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), p. 657–674. doi: 10.1080/13670050.2012.709224.
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), p. 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), p. 198–207. doi: 10.1016/j.appdev.2011.01.002.
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), p. 190–222. doi: 10.1080/17405620601016934.
Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Barnehagens kvalitet og skolefaglig læring: en kunnskapsoversikt. Norsk pedagogisk tidsskrift. ISSN 0029-2052. p. 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), p. 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), p. 280–293.
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), p. 301–311.
Aukrust, Vibeke Grøver & Rydland, Veslemøy (2007). Minoritetsspråklige barn og lesing - hvordan kan barnehagen og skolens begynnerundervisning legge til rette for leseforståelse? In Bråten, Ivar (Eds.), Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis. Cappelen Damm Akademisk. ISSN 978-82-02-26175-7. p. 128–146.
Rydland, Veslemøy (2007). Minoritetsspråklige elevers skoleprestasjoner: Hva sier empirisk forskning? Acta Didactica Norge. ISSN 1504-9922. 1(1).
Rydland, Veslemøy (2007). How one Turkish-speaking girl came to express her own voice in a Norwegian-speaking playgroup. Nordisk Pedagogik. ISSN 0901-8050. p. 77–99.
Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Lexical Repetition in Second Language Learners' Peer Play Interaction. Language Learning. ISSN 0023-8333. 55(2), p. 229–274.

View all works in Cristin

Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
Rydland, Veslemøy (2021). Bakgrunn og planer for Språksterk 1-6.
Rydland, Veslemøy (2021). Forhandlinger i rollelek som ramme for å forstå barns språklæring og utforsking av tilhørighet i flerspråklige barnegrupper.
Rydland, Veslemøy (2021). Barns erfaringer med samtaler og tekst som grunnlag for utvikling av leseforståelse. In Grøver, Vibeke & Bråten, Ivar (Ed.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. p. 29–43.
Rydland, Veslemøy & Lekhal, Ratib (2021). Språksterk. Et utviklings og forskningsprosjekt i flerspråklige barnehager i Oslo.
Røe-Indregård, Hanne; Rowe, Meredith; Rydland, Veslemøy & Zambrana, Imac Maria (2021). Semantically Contingent Responsiveness in Early Parent-Child Interactions. .
Rydland, Veslemøy & Hernholm, Elizabeth (2020). Hva er et godt språktilbud i flerspråklige områder?
Grøver, Vibeke & Rydland, Veslemøy (2020). Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms.
Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
Rydland, Veslemøy & Grøver, Vibeke (2019). Parent-child book-sharing in immigrant families and children’s first-language development.
Rydland, Veslemøy (2019). Kan barnehage-hjem samarbeid fremme små barns tospråklige utvikling?
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 [Show all 8 contributors for this article] (2018). Å vokse opp med flere språk: Språklæring i barnehagen. .
Rydland, Veslemøy (2018). Språklig mangfold i barnehagen.
Rydland, Veslemøy (2018). Språklæring i barnehagen.
Rydland, Veslemøy (2017). Utvikling av talespråklige ferdigheter i barnehagen.
Rydland, Veslemøy (2017). Hva sier forskning om språkutvikling hos barn fra språklige minoriteter?
Rydland, Veslemøy (2017). Utvikling av språkforståelse gjennom naturfag. Naturfag. ISSN 1504-4564. p. 42–45.
Rydland, Veslemøy (2017). "Kan arbeid i naturfaget utvikle elevers språkforståelse?". .
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 & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
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 & 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). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample.
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). Tospråklig utvikling - utfordringer og muligheter.
Rydland, Veslemøy (2014). Læring og språk. In Wittek, Line & Stray, Janicke Heldal (Ed.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. p. 270–283.
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; Rydland, Veslemøy & Lawrence, Joshua F. (2013). Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
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.
Rydland, Veslemøy & Grøver, Vibeke (2013). The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.
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). The role of peer talk for immigrant children’s vocabulary development. A longitudinal study of native-Turkish children growing up in Norway.
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.
Aukrust, Vibeke Grøver; Rydland, Veslemøy & Solbrekke, Tone Dyrdal (2009). Minoritetsspråklige elever - opplæringsbetingelser og læringsutbytte. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 93(4), p. 243–246.
Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Learning the second language through peer talk. A longitudinal study of Turkish-speaking children in Norwegian classrooms.
Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Background knowledge, vocabulary and reading comprehension in second-language learners in fifth grade.
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?
Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Topic reading comprehension in second language learning in Norwegian fifth grade 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). Young Second Language Learners' Negotiation Strategies in Pretend Play Participation: A lonitudinal Study.
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). Learning talk in peer interaction: How children come to express their own voice in peer play groups.
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.