Siri Steffensen Bratlie

• Yang, Junyi; Bratlie, Siri Steffensen & Zhang, Wenjie (2026). Profiles of home literacy environments and their associations with language and literacy skills in Chinese preschool children. Early Child Development and Care. ISSN 0300-4430. doi: 10.1080/03004430.2026.2736195. Fulltekst i vitenarkiv Vis sammendrag

  This study used a person-centered approach to examine variation in preschool children’s home literacy environments (HLE) and associations with family demographics and children’s language and literacy skills. A total of 235 Chinese children (48% girls; M age = 5 years) from urban, mid-SES families in a central Chinese city participated. Parents reported on traditional and digital home literacy practices and resources, and children were assessed on receptive vocabulary, listening comprehension, story comprehension, and character recognition. Latent profile analysis identified three profiles: low HLE (21.2%), high HLE (21.8%), and traditional, informal HLE (57.0%). Children from high HLE families scored higher than those from low HLE families in language and literacy skills, and higher than children from traditional, informal HLE families in literacy skills. Children from traditional, informal HLE families showed stronger vocabulary skills than those from low HLE families. Findings highlight meaningful heterogeneity among urban, mid-SES Chinese families in children’s home literacy experiences.

• Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib; Chen, Si & Grøver, Vibeke (2026). The effectiveness of a professional development intervention to support children's language learning in diverse early childhood education and care settings in Norway. Child Development. ISSN 0009-3920. doi: 10.1093/chidev/aacag065. Fulltekst i vitenarkiv Vis sammendrag

  This study examines the effectiveness of a multicomponent professional development (PD) intervention, including collaboration with parents, in enhancing language learning among children in diverse Norwegian Early Childhood Education and Care (ECEC) settings. Utilizing a cluster-randomized design, data from 887 children (ages 1.5–4 years; 51% boys, 53% dual-language learners) across 56 centers indicated significant improvements in targeted language skills after 18 months of intervention (pretest August to October 2021 and posttest May to June 2023; d = 0.19, p < .001). No main effects were found in more distal language skills. Most outcomes in the intervention group were influenced by the level of implementation adherence both in classrooms and at home, suggesting that multicomponent, sustainable PD models in ECEC can support language learning.

• Bratlie, Siri Steffensen; Rydland, Veslemøy & Grøver, Vibeke (2026). Narrative development in norwegian preschoolers: the role of demography, language and socio-emotional skills. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-026-10825-1. Fulltekst i vitenarkiv Vis sammendrag

  The current study examined how language and socio-emotional skills, demographic factors and being a second language learner relate to children’s narrative production. Participants were 270 linguistically diverse Norwegian preschoolers aged 3–5 years. Language and socio-emotional skills were assessed at the start of the current study, whereas narrative production was assessed twice, at the start of the study and one year later using the standardized picture-book-based Renfrew Bus Story test and the researcher-developed Whale Story test (presented as an animated video without narration). Parents provided information on demography, including educational level, household income, and home literacy environment. Using latent variable path analysis, we found that for the Renfrew Bus Story, which primarily assesses action-oriented features of the storyline, vocabulary and syntactic comprehension exerted a unique effect on narrative production one year later. Additionally, being assessed in the second language was associated with lower narrative production scores, while the home literacy environment positively predicted narrative production, with language and socio-emotional skills mediating these associations. In contrast, for the Whale Story, which requires a more explicit depiction of internal states embedded within the narrative, vocabulary, syntactic comprehension, demographic factors and being a second language learner were less predictive, while socio-emotional skills uniquely contributed to later narrative production. These results underscore the complex interplay of factors shaping narrative production in preschool-aged children, revealing that language and socio-emotional skills, demographic factors and being a being a second language learner contribute distinctly to narrative development, with their roles varying based on the assessment instrument employed.

• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2026). Exploring children’s play behaviour, language, and attention: a latent profile approach. Early Child Development and Care. ISSN 0300-4430. doi: 10.1080/03004430.2026.2646303. Fulltekst i vitenarkiv
• Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe; Bratlie, Siri Steffensen & Lydersen, Stian [Vis alle 7 forfattere av denne artikkelen] (2026). Early Childhood Education and Care Quality and Gains in Skills Among a Diverse Sample of Toddlers and Preschoolers in Norway. Infant and Child Development. ISSN 1522-7227. 35(1). doi: 10.1002/icd.70081. Fulltekst i vitenarkiv Vis sammendrag

  We investigate whether quality of early care and education, measured using the Classroom Assessment Scoring System (CLASS),predicted gains in toddlers' and preschoolers' vocabulary and self-regulation over 7 months. The sample consists of 318 toddlers(M age = 26 months; 46% female; 56% dual language learner) and 569 preschoolers (M age = 44 months; 51% female; 71% dual language learner), attending 89 toddler and 124 preschool classrooms in Oslo, Norway. Using mixed effect linear regression analyses, among toddlers, higher learning support on CLASS predicted gains in vocabulary. Among preschoolers, higher classroom organisation and instructional support on CLASS predicted gains in self-regulation skills. Implications of these findings for the developmental needs of toddlers and preschoolers, and the use of CLASS as a classroom quality measurement tool, are discussed.

• Bratlie, Siri Steffensen; Grøver, Vibeke; Lekhal, Ratib; Chen, Si & Rydland, Veslemøy (2024). Home literacy environment, language use, and proficiency: Bilingual profiles in young learners. Journal of Applied Developmental Psychology. ISSN 0193-3973. 96. doi: 10.1016/j.appdev.2024.101728. Fulltekst i vitenarkiv Vis sammendrag

  Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language backgrounds. Parental surveys assessed language use, first language (L1) proficiency and home literacy environment. Standardized tests assessed second language (L2) proficiency. Latent profile analysis revealed three profiles: (1) more L2 use, higher L2 proficiency and higher L2 home literacy environment; (2) more L1 use, higher L1 proficiency and lower home literacy environments for both languages; and (3) more L1 use, higher proficiency in L1 and L2, and higher home literacy environments for both languages. Profiles differed in L1 distribution, maternal residency length in Norway, and maternal education

• Kristensen, Jarl Kleppe; Andersson, Björn; Bratlie, Siri Steffensen & Torkildsen, Janne von Koss (2023). Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.497. Fulltekst i vitenarkiv Vis sammendrag

  Abstract This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework ( Levesque et al., Journal of Research in Reading, 44, 10–26, 2021 ), morphological awareness, morphological analysis and morphological decoding are related, but distinct dimensions of morphological knowledge. However, multidimensionality might also stem from construct‐irrelevant variance due to methodological artifacts. We assessed 612 Norwegian third graders on five measures of morphological knowledge and one measure of general vocabulary. Fitting a series of confirmatory factor analysis (CFA) models, we evaluated the dimensionality of morphological knowledge both within and across the five tests. Furthermore, we fitted three structural equation models (SEMs) to explore how different conceptualizations affect the relationship between morphological knowledge and general vocabulary: a five‐factor model, a bifactor model, and a higher‐order model representing morphological awareness, morphological analysis and morphological decoding. CFAs supported a multidimensional view of morphological knowledge and highlighted the need to account for construct‐irrelevant variance. SEM analyses further illustrated that construct‐irrelevant variance introduces a confounding element to the relations between morphological knowledge and vocabulary in the test‐specific five‐factor model, as only the bifactor and higher‐order models separate between construct‐relevant variance and variance due to methodological artifacts. The bifactor model is useful for separating sources of variance, especially during test development. For research purposes, however, we recommend conceptualizing morphological knowledge in line with Levesque et al., Journal of Research in Reading, 44, 10–26, 2021 , to increase knowledge of morphological dimensions and their relations to other areas of literacy.

• Gunnerud, Hilde Lowell & Bratlie, Siri Steffensen (2023). Assessing developmental language disorder in bilingual immigrant children : The case of morphological knowledge and executive functions. I Hanssen, Natallia Bahdanovich; Harju-Luukkainen, Heidi Katarina & Sundqvist, Christel (Red.), Inclusion and special needs education for immigrant students in the Nordic countries. Routledge. ISSN 9781032355900. s. 51–68. doi: 10.4324/9781003327554-4. Fulltekst i vitenarkiv Vis sammendrag

  To diagnose developmental language disorders (DLD) in bilingual immigrant children, gathering information on first (L1) and second (L2) language development is important. When information on L1 development is available through parent interviews only, assessments need to rely more on other types of information. Such information could include examination of different features of the L2, and common co-occurring conditions with DLD, such as low executive functions (EF). Morphology is often considered a clinical marker for DLD in monolingual children, but whether L2 morphology is a good clinical marker for DLD in bilingual immigrant children is debatable. As for EF, EF levels in bilingual children are proposed to be superior to monolinguals. Evidence from two meta-analyses warrants caution in emphasizing low morphological L2 levels and average minus EF levels as potential markers for DLD in bilingual immigrant children. The difference between typical monolingual and bilingual children in EF was trivial and in favor of bilingual children, yet not present after controlling for publication bias. The difference in morphological knowledge was moderate to large and in favor of monolingual children. Practical implications for identification of DLD in immigrant children are discussed.

• Bratlie, Siri Steffensen; Brinchmann, Ellen Irén; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. ISSN 0034-6543. doi: 10.3102/00346543211073186. Fulltekst i vitenarkiv Vis sammendrag

  Knowledge about the smallest meaningful units of language, morphemes, is crucial for vocabulary and reading comprehension. This meta-analysis of 43 studies examined differences in morphological knowledge in the societal language between language-minority and language-majority children. There was a moderate to large mean group difference in morphological knowledge in favor of the language-majority children. Studies that examined inflectional knowledge (walk–walked, rose–roses) reported larger differences than studies that examined knowledge of derivations (coexist, serious) and compounds (bluebird, highlight). Studies that used oral tests and tests of expressive language reported larger differences than studies that used written tests and tests of receptive language. These findings show that morphology is an area of weakness in language-minority children. Paired with the evidence that morphological instruction improves general language ability and reading comprehension, the results suggest that morphology could be an essential component in language interventions for language-minority children.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Vis alle 12 forfattere av denne artikkelen] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. s. 1–23. doi: 10.1037/edu0000688. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Gustafsson, Jan-Eric & Torkildsen, Janne von Koss (2021). Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.447. Fulltekst i vitenarkiv Vis sammendrag

  Language-minority students constitute a heterogeneous group, both in terms of skills in the majority language and contextual factors, such as language use at home and socioeconomic status. These characteristics may interact with the effectiveness of language instruction programs. This study investigated whether the effectiveness of a digital morphology program conducted in mainstream classrooms differed between Norwegian second-grade language-minority students (n = 188) and language-majority students (n = 521). Further, the study examined language-minority students’ latent language-literacy skill profiles. Specifically, it investigated how the skill profiles related to the students’ initial morphological word knowledge and the immediate and long-term effects of the program. Intention-to-treat analyses showed positive effects of the program on morphological word knowledge at posttest (d = 0.30) and 6-month follow-up (d = 0.27), with no evidence of group differences in program effects. For the language-minority students, a latent profile model with three language-literacy profiles emerged. All three profiles had low vocabulary compared to the full sample but differed in reading and spelling. There were significant differences between the three profiles in initial morphological word knowledge. However, the program effects were not associated with the language-literacy profiles or contextual factors. Findings suggest that language-minority students can benefit from classroom-implemented language instruction programs on an equal level as language-majority peers.

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• Lekhal, Ratib; Bratlie, Siri Steffensen; Karlsen, Lisa-Marie; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Wilhelmsen, Tiril [Vis alle 7 forfattere av denne artikkelen] (2026). Oslo Early Education Study (OEES): Enhancing Interaction Quality through Practice-Based Professional Development in Early Childhood Education and Care. Fulltekst i vitenarkiv
• Gunnerud, Hilde Lowell; Monsrud, May-Britt & Bratlie, Siri Steffensen (2026). The distinctness and prevalence of different clinical judgement- profiles in identification of DLD in second language learners. Do all educational psychologists think alike? Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Gunnerud, Hilde Lowell & Monsrud, May-Britt (2026). Assessing developmental language disorder in L2 learners: A survey among Norwegian educational psychologists. Fulltekst i vitenarkiv Vis sammendrag

  Distinguishing developmental language disorder (DLD) from typical second‑language (L2) acquisition is challenging because L2 learners without DLD can show L2 profiles that overlap with those of monolingual children with DLD. Assessing both languages is essential, as L2 learners with DLD typically exhibit persistent difficulties across both languages. Valid tools to evaluate language development in L2 learners are scarce, partly because L1 and L2 skills vary widely with exposure and use. Consequently, it is crucial to supplement language testing with additional information, such as tests less dependent on L2 experience (e.g., nonword repetition), data on L2 exposure and use, information on L1 development and proficiency from non-test sources, and response to intervention (RTI). To date, no studies have examined which information Norwegian educational psychologists (EPs) collect or how they evaluate L2 experience and test results when assessing DLD in L2 learners. Research Questions: 1) When EPs assess DLD in L2 learners, how frequently are specific information types collected? 2) How do EPs document L2 learners’ L2 experience? 3) What considerations influence their interpretation of L2 standardized test results? One hundred and forty-seven EPs completed a survey on their assessment practices when assessing DLD in L2 learners. Respondents rated how often they collected multiple information types on a 5‑point Likert scale (1 = never, 5 = always). Descriptive statistics summarize frequency ratings. Open‑ended responses were coded inductively and condensed into overarching categories. Response rates on open-ended questions ranged from 61-70%. Most EPs collected indirect information about children’s L1, such as early milestones (M = 4.04) and the proportion of L1 use at home (M = 4.18). Family risk of DLD was gathered relatively often (M = 3.91). The least collected information was RTI (M = 2.37). Because 71% of respondents were unsure which tests are less influenced by L2 experience, we do not report frequency for such tests. For L2, results from standardized tests were collected less often (M = 3.62) than exposure information (M = 4.63). Open ended responses indicated some confusion between L2 exposure and L2 proficiency/test performance. When standardized tests were administered, some EPs applied monolingual norms directly (34.5%), while a small group did not use norms at all (8.6%). Most adapted the monolingual norms (56.9%), using one of three approaches: (1) adjusting the child’s age based on the onset of L2 exposure (2), creating a tentative bilingual norm by treating the monolingual −1 SD as the bilingual 50th percentile or (3) interpreting results with caution. EPs routinely collect L1 background and some L2 exposure data, showing they recognize the need to assess both languages. However, they are unsure about tests less influenced by L2 experience, and their use of RTI is limited, suggesting a need for training on how such approaches can help distinguish DLD from typical L2 development.

• Gunnerud, Hilde Lowell; Bratlie, Siri Steffensen & Monsrud, May-Britt (2026). The distinctness and prevalence of different clinical judgement- profiles in identification of DLD in language minority learners. Do all educational psychologists think alike? Fulltekst i vitenarkiv Vis sammendrag

  Educational psychologists (EPs) face clinical challenges in distinguishing typical second language (L2) development from developmental language disorder (DLD) in L2 learners. This difficulty is partly due to the lack of appropriate assessment instruments and normative data for this population. Despite these limitations, EPs must routinely identify DLD in L2 learners. Previous research has largely focused on EPs’ assessment choices or the accuracy of identification, while the process in between —EPs’ clinical judgements during identification—remains underexplored. Research questions: 1. Are there differences in educational psychologists’ confidence in identifying DLD in L2 learners with more robust versus more limited L2 exposure, and which factors are associated with confidence levels? 2. Do educational psychologists’ emphases on different types of information reflect distinct clinical judgement profiles in the identification of DLD in L2 learners? EPs (N = 147) completed a questionnaire on their clinical judgements when identifying DLD in L2 learners and their confidence in their conclusions. Regression analyses were used to address RQ1, while RQ2 was examined using latent profile analysis. The latent profile indicators captured the emphasis EPs placed on different information sources in their clinical judgements, rated on a scale from 1-7 (1 = very little emphasis, 7 = very high emphasis). Information sources included parents’ evaluations of the child’s first language (L1); amount of L1 use at home; weekly L2 exposure; family risk of DLD; L2 language assessment; and response to intervention (RTI). EPs reported low confidence in identifying DLD in L2 learners with limited L2 exposure (≤ 3 years), but significantly higher confidence for learners with more robust exposure (≥ 5 years), t(138) = −13.86**, d = 1.23. The proportion of L2 learners in EPs’ caseloads and frequency of response to intervention (RTI) use explained 16% of the variance in confidence in diagnosing learners with limited L2 exposure. Three profiles emerged in assessment of L2 learners with robust L2 exposure. Profile 1 (51.4%) showed a uniformly high and relatively even emphasis across all information types. Neither Profile 2 (30.5%) nor Profile 3 (18.2%) emphasized RTI in their assessments, and emphasis on L2 assessment was similar across all profiles. EPs in Profile 2 placed somewhat greater emphasis on all other information types than those in Profile 1 but assigned the lowest value to results from L2 assessment. In contrast, EPs in Profile 3 placed lower emphasis on all information types overall yet assigned the highest value to L2 assessment results. EPs’ work experience and knowledge of language tests less dependent on L2 exposure were not associated with profile membership. For learners with limited L2 exposure, only one clinical judgement profile represented the emphasis EPs put on different information types in assessment. Differences between clinical judgments profiles in assessment of learners with different exposure time will be discussed. Educational psychologists are generally uncertain about identifying DLD in L2 learners with limited L2 exposure and require greater support to increase confidence in their conclusions. Greater use of response to intervention (RTI) and clearer guidance on interpreting language tests less influenced by L2 exposure may represent an underused potential in the identification of DLD in L2 learners.

• Bratlie, Siri Steffensen & Monsrud, May-Britt (2026). Utredning av DLD hos flerspråklige barn og unge: Hva gjør PP-rådgivere? Fulltekst i vitenarkiv
• Christensen, Marit Eline Lervik & Bratlie, Siri Steffensen (2025). – Ingen grunn til å fraråde foreldre å bruke morsmålet hjemme. Forskere finner overraskende forskjeller mellom flerspråklige barn. [Internet]. forskning.no. Fulltekst i vitenarkiv Vis sammendrag

• Yang, Junyi & Bratlie, Siri Steffensen (2025). Home Literacy Environment Profiles and Associations with Children's Language Outcomes. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Grøver, Vibeke & Rydland, Veslemøy (2025). Om barnehagebarns narrative utvikling. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen & Rydland, Veslemøy (2025). Flerspråklige barn og språkkompetanse - hvem snakker vi egentlig om? Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2025). Språklig hjemmemiljø og språkferdigheter på morsmål og norsk hos flerspråklige barnehagebarn. doi: https:/www.uv.uio.no/isp/forskning/prosjekter/the-second-language-learners-plus-intervention-/handout---bratlie.pdf. Fulltekst i vitenarkiv
• Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib; Wilhelmsen, Tiril & Grøver, Vibeke (2025). The Effectiveness of a Professional Development Intervention in Diverse Norwegian ECEC Settings. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2025). Hvem er frilekens vinnere og tapere? Hvordan ser dette ut i Språksterk-barnehager? Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2024). Hvilke barn deltar mest i sosial lek i flerspråklige barnehager? Fulltekst i vitenarkiv
• Grøver, Vibeke; Rydland, Veslemøy & Bratlie, Siri Steffensen (2024). Narrative retelling and SES in a diverse sample of 4-year-olds in Norway. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2024). Hvem er frilekens vinnere og tapere? Hvordan ser dette ut i Språksterk-barnehager? Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2024). Tospråklige profiler: Språkferdigheter, språkbruk og bøker hjemme. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen & Rydland, Veslemøy (2024). Flerspråklig utvikling for barna i Språksterk. Fulltekst i vitenarkiv
• Grøver, Vibeke; Rydland, Veslemøy; Bratlie, Siri Steffensen & Ovati, Tone Sofie Røsholt (2024). Two recent shared reading intervention studies implemented in the larger Oslo area. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Bratlie, Siri Steffensen (2024). Har Språksterk hatt betydning for barnas språk og kunnskapsutvikling? Fulltekst i vitenarkiv
• Gunnerud, Hilde Lowell & Bratlie, Siri Steffensen (2024). Faktorer som har betydning for flerspråklige barns språkutvikling. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2024). Tospråklige profiler hos norske barnehagebarn. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2024). Profiles of Home Literacy and Language Use and Proficiency in Young Norwegian Dual Language Learners. Fulltekst i vitenarkiv
• Monsrud, May-Britt; Karlsen, Jannicke; Klem, Marianne & Bratlie, Siri Steffensen (2023). Å vurdere språkkompetansen til flerspråklige barn med minoritetsbakgrunn: betydningen av språklige erfaringer. Norsk tidsskrift for logopedi. ISSN 0332-7256. 69(3), s. 22–30. Fulltekst i vitenarkiv Vis sammendrag

  Det kan være vanskelig å vite hva som er årsaken til svake norskferdigheter hos flerspråklige barn og unge med minoritetsbakgrunn. Ved å ta hensyn til individuell variasjon i bakgrunnsfaktorer som har innvirkning på språkutviklingen, kan vi med større sikkerhet vurdere årsaker til svake norskferdigheter. I denne artikkelen vil vi belyse noen av de bakgrunnsfaktorene som er mest sentrale i denne sammenheng.

• Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2023). Språkbruk og barnebøker i hjemmet, og språkferdigheter på morsmål og norsk hos torspråklige barnehagebarn: En latent profilanalyse. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke (2023). Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2023). Profiles of home language use and demographic factors among diverse young Norwegian dual language learners: A latent profile approach. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen (2023). Latent profiles of language, communication, attention and play behavior. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2022). The effectiveness of a Norwegian app-based morphology program: Can Captain Morph help students with language minority backgrounds learn new words? Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2022). Minoritetsspråklige barn, morfologisk kunnskap og morfologisk intervensjon. Norsk tidsskrift for logopedi. ISSN 0332-7256. 68(4), s. 22–24. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Rydland, Veslemøy; Lekhal, Ratib & Grøver, Vibeke (2022). Profiles of language use and exposure among diverse young Norwegian dual language learners, and the association with language proficiency: A latent class approach. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss & Bratlie, Siri Steffensen (2021). Kaptein Morf og minoritetsspråklige elever. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Vis alle 12 forfattere av denne artikkelen] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Gustafsson, Jan-Eric & Torkildsen, Janne von Koss (2021). Latent language-literacy profiles among Norwegian language-minority students. Fulltekst i vitenarkiv Vis sammendrag

  Purpose This study examined whether there are subgroups of Norwegian language-minority (LM) students that have distinct latent profiles in the domain of lexical knowledge, such as orthographic, phonological, and semantic skills. The latent profile approach may reveal distinct relationships between different linguistic and literacy skills (e.g., uneven profiles). Methods The analyses focused on a group of 186 LM students in Norway who were part of a larger sample of second graders (N = 717). Latent profile analysis was based on seven indicators that together capture orthographic, phonological, and semantic word knowledge as well as general ability. The profiles for LM students were compared to mean scores for the full sample. Results The LM students’ language-literacy skills were best described by three distinct latent profiles: one prevalent profile encompassing about two-thirds of the sample (“below average vocabulary, average literacy”) and two profiles that each encompassed a sixth of the sample (“low vocabulary, low literacy” and “low average vocabulary, high literacy”). The profiles were rank-ordered according to achievement across measures, but characterized by lower-than-average vocabulary compared to the full sample. The differences between the three latent profiles were largest in spelling accuracy and reading fluency. Conclusions Distinct language-literacy profiles among LM students were identified based on features of lexical knowledge. Few of the LM students had profiles characterized by low reading-fluency skills. Our findings indicate that most LM students benefit from regular instruction in code-related reading skills, but that effective instruction in the semantic elements of language is needed for LM students.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard [Vis alle 10 forfattere av denne artikkelen] (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2019). Kaptein Morf og elever med minoritetsspråklig bakgrunn. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological Knowledge of Children with Language Minority Backgrounds and Monolingual children: A Meta-Analysis. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological knowledge in language minority children compared with monolingual children: A meta-analysis. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Bratlie, Siri Steffensen; Jarl, Kristensen; Valberg, Åsrun Edvardsen & Røe-Indregård, Hanne [Vis alle 9 forfattere av denne artikkelen] (2017). Learning Morphology with a Software App: the Effect of Input Variability. Fulltekst i vitenarkiv
• Bratlie, Siri Steffensen (2021). Understanding and enhancing morphological knowledge in children with language-minority backgrounds: a meta-analysis and a randomized controlled trial. Universitetet i Oslo. Fulltekst i vitenarkiv

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