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Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke
(2019).
Book sharing with young dual language learners in preschool.
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Grøver, Vibeke
(2019).
Supporting dual language learning through collaboration between parents and teachers in early childhood education.
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Grøver, Vibeke
(2018).
Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
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Grøver, Vibeke
(2018).
Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?
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Grøver, Vibeke & Rydland, Veslemøy
(2017).
Book-based interventions support young emergent bilinguals' narrative skills.
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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.
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Grøver, Vibeke
(2016).
Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
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Grøver, Vibeke & Rydland, Veslemøy
(2016).
Språklæring og tekstforståelse i barnehagen - de første resultatene.
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Grøver, Vibeke
(2016).
Language learning and text comprehension in language minority children - the Oslo study.
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Grøver, Vibeke & Rydland, Veslemøy
(2016).
Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
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Grøver, Vibeke
(2016).
Språklæring og tekstforståelse i barnehagen.
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Grøver, Vibeke
(2015).
Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?
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Rydland, Veslemøy & Grøver, Vibeke
(2015).
Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
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Rydland, Veslemøy & Grøver, Vibeke
(2015).
Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample.
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Grøver, Vibeke
(2015).
Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
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Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin
(2014).
Interlocutor awareness in young second-language learners' peer talk.
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Grøver, Vibeke
(2014).
Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
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Grøver, Vibeke & Rydland, Veslemøy
(2014).
Young language minority children's language learning and textcomprehension.
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Grøver, Vibeke
(2014).
Randomiserte, kontrollerte intervensjonsstudier.
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Grøver, Vibeke
(2013).
Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
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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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Grøver, Vibeke
(2013).
Second-language Speakers in Scandinavian Early Childhood Education.
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Rydland, Veslemøy & Grøver, Vibeke
(2013).
The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.
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Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua
(2013).
Who benefits from a rich language environment in preschool: a study of bilingual children.
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Grøver, Vibeke
(2013).
Young language-minority children's participation in preschool talk: long-term implications?
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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.
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Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F.
(2013).
Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.