Veslemøy Rydland

• Nomat, Dilman; Rydland, Veslemøy & Grøver, Vibeke (2026). Bilingual parent–child dyads' language use and code-switching during shared reading: exploring variations across labeling and word explanations. Frontiers in Language Sciences. doi: 10.3389/flang.2026.1934991. Fulltekst i vitenarkiv
• Wilhelmsen, Tiril; Rydland, Veslemøy; Vandell, Deborah Lowe & Lekhal, Ratib (2026). The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 179. doi: 10.1016/j.tate.2026.105601. Fulltekst i vitenarkiv Vis sammendrag

  Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approaches to emotion socialisation and scaffolding practices. Multilevel linear mixed models with 308 head teachers and 240 assistant teachers from 56 child-care centres indicated a significantly higher increase in reported pedagogical competence among teachers in the intervention group compared to the control group, particularly among the assistant teachers. Effects on teachers' approaches to emotion socialisation and scaffolding were not found. The results support the coaching model in OEES as effective PD for teachers' competence, and encourage the inclusion of both head and assistant teachers in PD programmes.

• 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.

• Hagen, Åste Mjelve & Rydland, Veslemøy (2025). Preserving Pedagogy, Promoting Language: Implementation Challenges and Possibilities for Structured Language Interventions in Nordic Early Childhood Education. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-025-02076-6. Fulltekst i vitenarkiv Vis sammendrag

  Structured language interventions are increasingly recognized as effective tools for supporting young children’s oral language development. However, implementing such interventions in Nordic early childhood education and care (ECEC) settings – anchored in play, child autonomy, and holistic development – presents distinct challenges. This narrative review synthesizes eight intervention studies from Nordic ECECs to consider how structured language support can align with Nordic pedagogical values. We first outline implementation concepts – fidelity, readiness, alignment – and how they intersect with this context. We then summarize interventions ranging from highly scripted, small-group programs to broader curriculum models. Across studies, interventions that targeted children at risk, used small-group formats, and emphasized expressive language were more often associated with positive short-term gains; however, effects frequently faded without sustained support. At the same time, rigid scripting can conflict with professional autonomy, and broad play-based models often lack sufficient instructional focus to yield measurable language outcomes. We identify five recurring dilemmas – alignment with Nordic traditions, scripting versus autonomy, differentiation, implementation capacity, and sustainability – and propose practice-oriented pathways: modular design, co-development with educators, and stronger preschool–school continuity. Because key features (targeting, format, dosage, professional development, fidelity) co-vary across studies, these patterns should be interpreted as associations rather than mechanisms.

• Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Lekhal, Ratib; Lydersen, Stian & Grøver, Vibeke (2025). Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse ECEC Settings? First language. ISSN 0142-7237. s. 1–22. doi: 10.1177/01427237251377897. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the fall and coded for question types (advanced and referential wh-questions) and linguistic features (vocabulary quantity, vocabulary diversity, and utterance length), and children’s vocabulary and syntactic comprehension were assessed in the fall and spring. Our findings suggest that teachers’ advanced wh-questions can significantly promote children’s development of syntactic comprehension, regardless of their age and DLL status. Furthermore, teachers’ utterance length and diverse vocabulary use predicted children’s development of syntactic comprehension, and teacher’s diverse vocabulary use predicted children’s vocabulary development, with some of these relationships being moderated by children’s age and DLL status. These findings emphasize the importance of teachers employing strategies that elicit children’s participation and activate thinking from a young age and irrespective of their language background.

• Wilhelmsen, Tiril; Lekhal, Ratib; Rydland, Veslemøy & Coplan, Robert J. (2025). Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors. Early Childhood Research Quarterly. ISSN 0885-2006. 73. doi: 10.1016/j.ecresq.2025.06.005. Fulltekst i vitenarkiv Vis sammendrag

  It is widely postulated that caregivers’ emotion socialization strategies support children’s positive socio-emotional functioning with peers. However, this theoretical model has been rarely examined empirically in the context of early childhood education and care (ECEC), despite ECEC being a prominent environment for children to practice peer play (a robust marker variable for social and emotional competencies). This study explored the role of ECEC teachers’ emotion coaching and emotion distracting strategies in the development of children’s social and non-social play behaviors over time. Participants were 275 teachers and 487 children (aged 36–57 months) from 123 classrooms in 56 ECEC centers in Norway. Results from multilevel linear mixed modeling analyses indicated that emotion coaching was associated with a steeper increase in social play and steeper decrease in reticent behavior. In contrast, although emotion distracting was also associated with a steeper decrease in reticent behavior, it also predicted a less steep increase in social play. These results suggest that emotion coaching is a supportive socialization strategy for children’s peer relations in ECEC, whereas findings for distracting were more mixed. Using responses from multiple teachers within each classroom to examine both average classroom scores, in addition to minimum and maximum classroom scores, offers a novel insight into the group dynamics of teacher-child interactions in ECEC to support children’s peer relations.

• Lekhal, Ratib; Karlsen, Lisa-Marie; Wilhelmsen, Tiril; Vandell, Deborah Lowe; Lydersen, Stian & Rydland, Veslemøy (2025). Promoting classroom quality through professional development: Results from the Oslo early education study, a randomized controlled trial. Studies in Educational Evaluation. ISSN 0191-491X. 86, s. 1–11. doi: 10.1016/j.stueduc.2025.101462. Fulltekst i vitenarkiv
• Grøver, Vibeke; Gustafsson, Jan-Eric; Rydland, Veslemøy & Snow, Catherine (2024). Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners? Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2335925. Fulltekst i vitenarkiv Vis sammendrag

  Purpose Previous research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention. Method The study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children’s second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question. Results While some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged. Conclusion The results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.

• Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2024). Dual-language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-023-01624-2. Fulltekst i vitenarkiv Vis sammendrag

  The current study used sequential analysis to examine dual-language learners’ (DLLs) questions and their relations to teacher responses in the context of small-group shared reading in preschool. Participants were 235 DLLs aged 3–5 years and 60 lead teachers from multiethnic preschool classrooms in Norway. Results showed that across four different books, children most often asked information-seeking questions (61–79%). Furthermore, children asked comprehension- and explanation-seeking questions more often than factseeking ones. Sequential analysis showed that the quality of teacher responses was highly dependent on the type of questions DLLs asked: preschool teachers consistently offered more extended and explanatory responses to DLLs’ comprehension- and explanation-seeking questions, compared to other types of questions. Our results suggest that in this way, children actively influence the extended talk they are exposed to during shared reading. Moreover, their questions offer possibilities for further back-and-forth exchanges about topics meaningful to DLLs.

• Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib (2024). Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context. Early Education and Development. ISSN 1040-9289. s. 1–16. doi: 10.1080/10409289.2024.2423386. Fulltekst i vitenarkiv Vis sammendrag

  Research findings. The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our results revealed a three-factor structure of the CCNES, including emotion dismissing, emotion coaching, and emotion distracting. Model specifications were conducted in half the sample and cross-validated in the other half. ECEC-workers’ coaching and distracting correlated positively with each other and with their reports of supportive scaffolding practices and self-efficacy in supporting children’s socioemotional development. Dismissing correlated negatively with these measures. Practice and Policy. Our results indicate that this ECEC version of the CCNES is a valid instrument to assess ECEC-workers’ emotion socialization strategies in interactions with children, and to support the use of distracting as a separate strategy. This instrument enables extending our knowledge of teacher–child interaction quality in ECEC by examining associations with children’s development. The CCNES could also form the baseline for discussions and reflections about ECEC-workers’ professional roles and development.

• Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2024). Code-Switching During Shared Reading. I Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (Red.), Education and Dialogue in Polarized Societies. Oxford University Press. ISSN 9780197605424. Fulltekst i vitenarkiv
• 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

• Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education. 9. doi: 10.3389/feduc.2024.1340295. Fulltekst i vitenarkiv Vis sammendrag

  Introduction: For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods: This study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration. Results: Results revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration. Discussion: Our results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

• Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe & Lekhal, Ratib (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231195708. Fulltekst i vitenarkiv Vis sammendrag

  The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.

Se alle arbeider i NVA

• Rydland, Veslemøy (2027). Prinsessen. doi: https:/www.uv.uio.no/iped/tjenester/publikum/spraksterk/om/boker/. Fulltekst i vitenarkiv Vis sammendrag

  Språksterk ved Universitet i Oslo har inngått et samarbeid med meg om å utvikle viselle fortellinnger som styrker barns leseopplevelser. Forskningsprosjektet undersøker hvordan barnehager i flerspråklige områder kan bidra til en god språkutvikling for alle barn. Prosjektet er et samarbeid mellom barnehageeiere i flere bydeler og Pedagogisk-psykologisk tjeneste i Oslo Kommune, samt Institutt for pedagogikk og Naturfagsenteret ved Universitetet i Oslo. Språksterk har så langt benyttet historiene om “Kongen” i prosjektet. Sammen skal vi utvikle flere viseulle historier.

• Rydland, Veslemøy & Lekhal, Ratib (2026). Profesjonsutvikling for å støtte språk i barnehagen. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Lek i begynneropplæringen. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy & Lekhal, Ratib (2026). Exploring associations between teacher-rated and individ ual assessments of language skills in Norwegian ECEC class rooms. Fulltekst i vitenarkiv
• 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
• Berg, Karianne; Porsanger, Camilla Adleide; Rydland, Veslemøy; Olsen, Kathrin & Melby-Lervåg, Monica (2026). Language exposure to the Sámi language in preschool and at home in indigenous children: Does it predict language and emergent literacy? Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Språksterk start: Forsking som styrkjer barna sine moglegheiter frå første leveår. [Internet]. Forskningsrådet . Fulltekst i vitenarkiv Vis sammendrag

  Gode språkkunnskapar tidleg i livet er ein av dei viktigaste føresetnadene for læring, deltaking og tilhøyrsel seinare i livet. Samtidig veit vi at barn har ulike utgangspunkt. Korleis kan barnehagen bidra til at fleire får eit godt språkleg fundament uavhengig av bakgrunn?

• Rydland, Veslemøy (2026). Forskningsprosjektet Språksterk i Oslo-barnehager ga bedre språkmiljø og økt kompetanse. [Internet]. Utdanningsnytt. Fulltekst i vitenarkiv Vis sammendrag

  Språksterk-prosjektet i 56 Oslo-barnehager ga ansatte økt kompetanse, bedre samspillskvalitet og mer aktiv språkdeltakelse blant barna. Forskerne mener metodene kan spres til flere barnehager.

• Rydland, Veslemøy (2026). La frem funn fra Språksterk: – Deltar mer aktivt i utforskende samtaler. [Internet]. barnehage.no. Fulltekst i vitenarkiv Vis sammendrag

  Resultatene fra Språksterk-prosjektet viser positive effekter både på ansattes kompetanse til å støtte språk og på barnas språkutvikling.

• Rydland, Veslemøy (2026). Språksterk - et samarbeidsprosjekt om språk og lesing i barnehagen. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). 62. Språksterk 1-6 – Innhold, samarbeid og resultater med professor Veslemøy Rydland - Naturfagpodden | Podme. Fulltekst i vitenarkiv Vis sammendrag

  Lytt til 62. Språksterk 1-6 – Innhold, samarbeid og resultater med professor Veslemøy Rydland - Naturfagpodden hos Podme | Episode | 18 Mai 2026 | Fakta

• Rydland, Veslemøy & Lekhal, Ratib (2026). Språksterk - forskningsresultater fra utprøvingen. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Lekhal, Ratib (2026). Språksterk - Modellen og resulatene. Fulltekst i vitenarkiv Vis sammendrag

• Rydland, Veslemøy (2026). Betydningen av et godt språkarbeid i barnehagen. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Språk og lesing i begynneropplæringen. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Lekhal, Ratib (2026). Språksterk 1-6, modell og resultater. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Språklig mangfold i barnehagen. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Språklige forutsetninger for god leseforståelse. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Hvordan kan vi tilrettelegge for språklæring på måter som støtter barns leseforståelse og skolefaglige utvikling? Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Språk, identitet og læring i et flerspråklig samfunn - Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Språk skaper grunnlag for læring, identitet og tilhørighet. I barn og unges språkutvikling er både foresatte, lærere og nå også prateroboter viktige ressurser. Velkommen til årets første skolefrokost!

• Rydland, Veslemøy (2026). The Oslo Early Education Study - a researcher-sector partnership to develop, implement and assess the effects of a language-based professional-development intervention. Fulltekst i vitenarkiv
• Porsanger, Camilla Adleide; Berg, Karianne; Rydland, Veslemøy; Olsen, Kathrin & Melby-Lervåg, Monica (2026). Language and Literacy Interventions for Indigenous Children: A Systematic review and Meta-Analysis of the effects. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Kongen. doi: https:/www.uv.uio.no/iped/tjenester/publikum/spraksterk/om/boker/. Fulltekst i vitenarkiv Vis sammendrag

  I samarbeid med Språksterk ved Universitetet i Oslo, skal bøkene " Kongen som seiler sin egen sjø", " Kongen som gråt av glede" og "Kongen som måtte ut å hente melk" ut til barnehager i forkningsposjektet.

• Rydland, Veslemøy (2025). Kvalitet i barnehagen – hvilke samarbeidsmåter kan være effektive for å støtte barns språk? doi: https:/www.statsforvalteren.no/ostfold-buskerud-oslo-og-akershus/kurs-og-konferanser/2025/11/vurdering-i-barnehage-og-skole--hvordan-vurdere-og-videreutvikle-barnehagen--hva-er-vurderingens-plass-i-opplaringen-i-skolen-i-dag-og-fremover/. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Teoretisk bakgrunn og resultater fra Språksterk-prosjektet. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Desember 2025 - Ekko i P2 - NRK Radio. [Radio]. NRK2. Fulltekst i vitenarkiv Vis sammendrag

  Ekko i P2 - Desember 2025

• Rydland, Veslemøy (2025). Byråd om skolebarn: - Bekymringsfullt svake norskferdigheter. [TV]. TV2 Nyhetene. Fulltekst i vitenarkiv Vis sammendrag

  Oslobyråd mener flere barn har for lave språkferdigheter når de begynner på skolen. Professor peker på bemanningsproblemer.

• Rydland, Veslemøy (2025). Språksterk - et partnerskap mellom forskere og barnehagesektoren i Oslo. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Research in use – how to create impact through social innovation: LangCom - The Language Community Web Platform Pilot. doi: https:/www.uio.no/english/research/interfaculty-research-areas/growth-house/news-and-events/events/2025/science-impact/index.html. Fulltekst i vitenarkiv
• Næss, Kari-Anne Bottegård; Hofslundsengen, Hilde Christine; Grøver, Vibeke & Rydland, Veslemøy (2025). Paneldiskusjon om språktiltak for flerspråklige barnehagebarn. Fulltekst i vitenarkiv
• Øksendal, Elise; Lekhal, Ratib; Grøver, Vibeke; Ovati, Tone Sofie Røsholt & Rydland, Veslemøy (2025). Did a language-focused professional development intervention impact teacher talk in group play? Fulltekst i vitenarkiv
• Øksendal, Elise; Lekhal, Ratib; Grøver, Vibeke; Ovati, Tone Sofie Røsholt & Rydland, Veslemøy (2025). Do teacher talk features in small group play change after receiving a professional development intervention? Fulltekst i vitenarkiv
• Bubikova-Moan, Jarmila; Rydland, Veslemøy & Grøver, Vibeke (2025). Shared book reading as a window of opportunity for preschool children's argumentation. 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
• Rydland, Veslemøy (2025). Tidlig språkutvikling - hvorfor er det så viktig? Fulltekst i vitenarkiv
• Rydland, Veslemøy & Wandem, Fredrik Solli (2025). Podkast: Hvordan støtte flerspråklige barn i barnehagen? - Senter for spesialpedagogisk forskning og inkludering (SpedAims). Fulltekst i vitenarkiv Vis sammendrag

  I Norge vokser tusenvis av barn opp med mer enn ett språk. Mange av dem bor i områder der flerspråklighet er normalen, og ikke unntaket. Hvordan påvirker dette barnas språkutvikling? Og hvordan jobber barnehagene for å støtte flerspråklige barn? 

• Rydland, Veslemøy (2025). Lek og foreldresamarbeid. [Internet]. Oslo kommune. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Boklesing og foreldresamarbeid. [Internet]. Informasjonsfilm for Oslo kommune. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). – Skal man jobbe godt med språk, må man også jobbe godt med inkludering. [Journal]. Barnehage.no. Fulltekst i vitenarkiv Vis sammendrag

  Barn trenger tilgang til samspill med andre for å lære språk, men språklige ferdigheter er også ofte en betingelse for å få tilgang, påpeker professor Veslemøy Rydland. – Det er det som gjør dette komplisert.

• 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
• Wilhelmsen, Tiril; Lekhal, Ratib; Rydland, Veslemøy; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Coplan, Robert J. (2025). Supporting children's peer-play development in ECEC through emotion socialisation. Fulltekst i vitenarkiv
• Ovati, Tone Sofie Røsholt; Lekhal, Ratib; Rydland, Veslemøy; Øksendal, Elise & Grøver, Vibeke (2025). Teacher Talk during Shared Reading Predicts Child Oral Language Development in Multi-Ethnic ECEC Settings. Fulltekst i vitenarkiv
• Wandem, Fredrik Solli & Rydland, Veslemøy (2025). Podkast: Hvordan støtte flerspråklige barn i barnehagen? Fulltekst i vitenarkiv Vis sammendrag

  I Norge vokser tusenvis av barn opp med mer enn ett språk. Mange av dem bor i områder der flerspråklighet er normalen, og ikke unntaket. Hvordan påvirker dette barnas språkutvikling? Og hvordan jobber barnehagene for å støtte flerspråklige barn? 

• Rydland, Veslemøy (2025). Supporting children's language development in ECEC: The Oslo Early Education Study. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Lekhal, Ratib (2025). Partnerskap mellom barnehage, pedagogisk-psykologisk tjeneste og universitetet i utviklingen av og forskningen på et omfattende språkprosjekt i Oslo-barnehager. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Veiledning for inkludering - hvilke samarbeidsmåter kan være effektive? Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Klasse i sentrum. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Insights from the Oslo Early Education Study. 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
• Rydland, Veslemøy & Lekhal, Ratib (2025). Språksterk 1-6: bakgrunn, kompetanseutvikling og resultater. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Hvordan kan vi arbeide med å støtte språk i barnehager med mange flerspråklige barn? Fulltekst i vitenarkiv
• Rydland, Veslemøy (2025). Tidlig språkutvikling – hvorfor er det så viktig? 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; Lekhal, Ratib; Grøver, Vibeke & Rydland, Veslemøy (2024). Vannlek i Språksterk-barnehager? 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
• Grøver, Vibeke; Gustafsson, Jan-Eric; Rydland, Veslemøy & Snow, Catherine E. (2024). Young dual-language learners demonstrate longer-term narrative effects of a shared-reading intervention. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Språksterk 1-6. Et kompetanse-og samarbeidsprosjekt. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Hvordan kan barnehager bidra til sosial utjevning? Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-prosjektet. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-modellen. 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
• Rydland, Veslemøy & Eide, Marte Emilie (2024). PPT som støttespiller i utvikling av språkstøttende praksis i barnehager og skoler. Erfaringer fra forsknings- og utviklingsprosjektet Språksterk. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Språksterk-prosjektet. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). Hvilken rolle kan lek ha i begynneropplæringen? Teoretiske og emprirske innspill til debatten. Fulltekst i vitenarkiv
• Ovati, Tone Sofie Røsholt; Grøver, Vibeke; Lekhal, Ratib & Rydland, Veslemøy (2024). Impact of an Early Childhood Education and Care Professional Development Intervention on Teacher Talk during Shared Reading. Fulltekst i vitenarkiv
• Rydland, Veslemøy; Ovati, Tone Sofie Røsholt & Esperanza, Sonia (2024). Språksterk – barnehage-hjem-samarbeid med flerspråklige familier. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). https://www.barnehage.no/oslo-kommune-sprak/videreforer-spraksterk/259932. [Journal]. barnehage.no. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). https://www.utdanningsnytt.no/barnehagelaerer-flerspraklig-forskning/stort-sprakprosjekt-i-oslo-barnehager-viktig-at-barnehagene-far-mulighet-til-a-bruke-det-uten-at-de-tvinges/406880. [Journal]. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2024). https://utdanningsforskning.no/artikler/2024/tusenvis-av-barnehagebarn-far-sprakstotte-etter-forskningsprosjekt/. [Journal]. utdanningsforskning.no. Fulltekst i vitenarkiv
• 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
• Rydland, Veslemøy (2023). Støtte til språklæring for flerspråklige barn i barnehagealder. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2023). Language stimulation for children with another language background and inclusion. Fulltekst i vitenarkiv
• Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings. Fulltekst i vitenarkiv
• Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2023). Dual Language Use as a Resource in Word Explanations During Shared Reading. 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
• Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings. Fulltekst i vitenarkiv
• Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings. 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
• Rydland, Veslemøy & Langholm, Guri (2023). Lekende naturfag. Fulltekst i vitenarkiv

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