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

Although we know that the competencies (e.g. oral language skills) young children develop during the preschool years are of major importance for their reading comprehension and academic success in school, little is known about how preschools may prepare children for their future learning and text comprehension.

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About the project

Particularly, there is a dearth of research on how to effectively enhance the emergent literacy growth of bilingual learners in preschool. The present project aims to fill this void - building on a conceptual model that considers bilingual text comprehension as a multidimensional and dynamic construct.

The project has two primary objectives

  1. To determine the immediate and long term effects of a shared book reading intervention designed to enhance bilingual learners` comprehension of text.
  2. To explore the growth of different language skills hypothesized to affect text comprehension and their relative role in predicting text comprehension.

The project also has two secondary objectives

  1. To develop knowledge with implications for professional development addressing how preschool teachers may aid in preparing bilingual learners for future learning and text comprehension.
  2. To disseminate the knowledge gained from the project to the research community, policy makers, educators and parents.

Project leadership

  • Professor Vibeke Grøver, Department of Education, University of Oslo
  • Dr. Veslemøy Rydland, Department of Education, University of Oslo

Advisory group

  • Lill-Kristin Mørch
  • Marianne Lindvær
  • Sigrunn Skretting
  • Carina Heiman
  • Merete Andersen
  • Eirill Mathisen

Research partners

  • Professor Catherine Snow, Harvard University
  • Professor Paul Leseman, Utrecht University
  • Professor Francisco Pons, Department of Psycholgy, University of Oslo

National collaborators

  • The Deichmanske Library, Oslo
  • Preschools in the greater Oslo area
  • The Faculty of Humanities and Education at Vestfold University College

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, p. 2192–2210. doi: 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: 10.1017/S0305000920000495. Full text in Research Archive
  • Grøver, Vibeke (2019). Young Bilinguals' Extended Discourse Skills: The Role of Perspective Taking. In Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Ed.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 978-1-107-16935-7. p. 179–191. doi: 10.1017/9781316718537.017.
  • Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language. In Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Ed.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 978-1-107-16935-7. p. 1–15.
  • Grøver, Vibeke (2017). Fostering vocabulary in early childhood education. In Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (Ed.), The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge. ISSN 978-1-138-78788-9. p. 284–295. doi: 10.4324/9781315766027-26.
  • Grøver, Vibeke (2016). Implementing interventions: Building a shared understanding of why. New Directions for Child and Adolescent Development. ISSN 1520-3247. 2016(154), p. 109–112. doi: 10.1002/cad.

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  • Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. 255 p.
  • Grøver, Vibeke (2018). Å lære språk i barnehagen. Kvaliteter ved barns samhandling med voksne og jevnaldrende som fremmer språklæring. Cappelen Damm Akademisk. ISBN 978-82-02-42220-2. 194 p.
  • Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (2017). The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge. ISBN 978-1-138-78788-9. 391 p.

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  • Bubikova-Moan, Jarmila & Grøver, Vibeke (2021). Skolens samarbeid med foreldre til minoritetsspråklige barn i begynneropplæringen - refleksjoner over muligheter og utfordringer. In Grøver, Vibeke & Bråten, Ivar (Ed.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. p. 46–58.
  • Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education.
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
  • Rasmussen, Ingvill; Smørdal, Ole; Amundrud, Anja Skrepstad; Frøytlog, Jo Inge Johansen; Omland, Maren & Dolonen, Jan Arild [Show all 7 contributors for this article] (2019). Dialogisk undervisning med digitale verktøy. Ressurser for lærere.
  • 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. .
  • Grøver, Vibeke (2018). Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?
  • Grøver, Vibeke (2018). Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
  • Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young emergent bilinguals' narrative skills.
  • Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
  • 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.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
  • 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.
  • 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 (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
  • Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
  • Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
  • Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension.
  • Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
  • Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk.
  • Grøver, Vibeke (2013). Young language-minority children's participation in preschool talk: long-term implications?
  • 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 & 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.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
  • Grøver, Vibeke (2013). Second-language Speakers in Scandinavian Early Childhood Education.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
  • Grøver, Vibeke (2013). Young Immigrant Children’s Language Learning and Text Comprehension in Norway: Using an Observation-based Longitudinal Study to Outline a Randomized Controlled Intervention Study.

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Published Oct. 23, 2012 10:21 AM - Last modified Jan. 19, 2022 2:50 PM