Veslemøy Rydland

Image of Veslemøy Rydland
Norwegian version of this page
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

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

Publications

  • 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
  • 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.
  • 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.

View all works in Cristin

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