Veslemøy Rydland
Professor
-
Department of Education

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
Publications
- 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: https://doi.org/10.1111/cdev.13348 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: https://doi.org/10.1017/S0305000920000495 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: http://www.idunn.no/file/ci/34669929/npt_2009_04_pdf.pdf
- 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
- 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.
Published Aug. 6, 2010 9:33 AM
- Last modified Oct. 25, 2019 3:05 PM