Veslemøy Rydland

Bilde av Veslemøy Rydland
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Telefon +47 22844776
Rom 553
Treffetider Etter avtale
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0371 Oslo
Postadresse Postboks 1092 Blindern 0317 Oslo

Forskningsinteresser

  • Innovasjon
  • Rådgivning
  • Minoritetsspråklige barn og unge
  • Språk og kommunikasjon
  • Leseforståelse og tekstbasert læring
  • Tospråklig utvikling
  • Sosioemosjonell utvikling

Pågående prosjekt

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

For mer informasjon, vennligst gå til Veslemøy Rydlands presentasjon på engelsk.
 

Emneord: Pedagogikk, Minoritetsspråklige barn og unge, Språk og kommunikasjon, Leseforståelse og tekstbasert læring, Tospråklig utvikling, Rådgivning, Innovasjon, Sosioemosjonell utvikling

Publikasjoner

  • 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. Fulltekst i vitenarkiv
  • 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.
  • Rydland, Veslemøy & Grøver, Vibeke (2023). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231210637. Fulltekst i vitenarkiv
  • 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
  • van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2023). Examining the longitudinal association between toddlers’ early shyness and their well-being during their first year in Norwegian early childhood education and care. Early Child Development and Care. ISSN 0300-4430. s. 1403–1416. doi: 10.1080/03004430.2023.2247188. Fulltekst i vitenarkiv
  • Røe-Indregård, Hanne; Brinchmann, Ellen Irén; Rydland, Veslemøy; Rowe, Meredith L.; Hagtvet, Ragna Bente Eriksen & Zambrana, Imac Maria (2022). Teacher–Child Interactions During Toy Play and Book Sharing. Early Education and Development. ISSN 1040-9289. doi: 10.1080/10409289.2022.2142028. Fulltekst i vitenarkiv
  • Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric & Snow, Catherine (2022). Do teacher talk features mediate the effects of shared reading on preschool children's second-language development? Early Childhood Research Quarterly. ISSN 0885-2006. 61, s. 118–131. doi: 10.1016/j.ecresq.2022.06.002. Fulltekst i vitenarkiv
  • Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther & Lyster, Solveig Alma Halaas (2022). First and second language sentence repetition: a screening measure for dual language learners? Language and Education. ISSN 0950-0782. 36(4), s. 312–328. doi: 10.1080/09500782.2022.2063059. Fulltekst i vitenarkiv
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2022). Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool. Early Education and Development. ISSN 1040-9289. s. 1–17. doi: 10.1080/10409289.2022.2109393. Fulltekst i vitenarkiv
  • Røe-Indregård, Hanne; Rowe, Meredith L.; Rydland, Veslemøy & Zambrana, Imac Maria (2022). Features of communication in Norwegian parent–child play interactions. First language. ISSN 0142-7237. 42(3), s. 383–404. doi: 10.1177/01427237211072661. Fulltekst i vitenarkiv
  • Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy & Buøen, Elisabet Solheim (2021). Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.767137. Fulltekst i vitenarkiv
  • Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy; van Gils, Suzanne & Vermeer, Harriet J [Vis alle 7 forfattere av denne artikkelen] (2021). The Association between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.763682. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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: 10.1111/cdev.13348. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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.
  • Grøver, Vibeke; Lawrence, Joshua & 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).
  • 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. Fulltekst i vitenarkiv
  • 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. I Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (Red.), Children's peer talk: Learning from each other. Cambridge University Press. ISSN 978-1139084536. s. 214–234. doi: 10.1017/cbo9781139084536.015.
  • 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 & Kucherenko, Svitlana (2013). “Commuting”: How Linguistic Diversity Is Made Relevant in Young Bilingual Girls’ Identity Negotiations. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (Red.), New Voices in Norwegian Educational Research. Brill|Sense. ISSN 978-94-6209-462-8.
  • 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; 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.

Se alle arbeider i Cristin

  • Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-modellen.
  • Rydland, Veslemøy & Bratlie, Siri Steffensen (2024). Har Språksterk hatt betydning for barnas språk og kunnskapsutvikling?
  • Rydland, Veslemøy (2024). Det forskningsmessige grunnlaget for Språksterk-prosjektet.
  • Rydland, Veslemøy (2024). Hvordan kan barnehager bidra til sosial utjevning?
  • Rydland, Veslemøy & Lekhal, Ratib (2023). Språksterk 1-6 og overgangen til skole.
  • Rydland, Veslemøy & Lekhal, Ratib (2023). Presentasjon av Språksterk 1-6 .
  • Rydland, Veslemøy (2023). Språksterk 1-6.
  • Rydland, Veslemøy & Langholm, Guri (2023). Lekende naturfag.
  • Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke (2023). Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
  • Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen (2023). Latent profiles of language, communication, attention and play behavior.
  • Reiersen, Camilla; Ovati, Tone Sofie Røsholt; Lekhal, Ratib & Rydland, Veslemøy (2023). Preschool practitioners’ experiences with the implementation of the Oslo Early Education Study intervention.
  • Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
  • Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
  • Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2023). Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
  • Wilhelmsen, Tiril; Rydland, Veslemøy & Lekhal, Ratib (2023). Associations between teachers' emotion socialisation behaviour and children's social competence and play in Norwegian childcare, and moderations by children's temperament.
  • Wilhelmsen, Tiril; Rydland, Veslemøy; Buøen, Elisabet Solheim; Drugli, May Britt & Lekhal, Ratib (2023). Measuring preschool teachers’ emotion socialisation with young children.
  • Rydland, Veslemøy (2023). Støtte til språklæring for flerspråklige barn i barnehagealder.
  • Rydland, Veslemøy (2023). Language stimulation for children with another language background and inclusion.
  • Wandem, Fredrik Solli; Rydland, Veslemøy; Anmarkrud, Øistein; Lopez-Pedersen, Anita; Morken, Frøydis & Lenvik, Astrid Knutsdatter [Vis alle 7 forfattere av denne artikkelen] (2023). Podkast: Spesialpedagogisk spørretime #2. [Internett]. Universitetet i Oslo.
  • 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.
  • 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 .
  • Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2023). Dual Language Use as a Resource in Word Explanations During Shared Reading.
  • Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2023). Bilingual Parents Alternate between Their First and Second Language When Explaining Words to Their Children during Shared Reading.
  • Rydland, Veslemøy & Lekhal, Ratib (2023). Språksterk - implementering og videreføring.
  • Rydland, Veslemøy (2022). Utvikling av språkforståelse gjennom naturfag. Tidsskriftet Forskerfrø. ISSN 2703-8092. 2000(1/22), s. 46–49.
  • Rydland, Veslemøy (2022). Språksterk: Et utviklings og forskningsprosjekt i flerspråklige barnehager.
  • Rydland, Veslemøy (2022). Verktøy i kvalitetsmåling i barnehagen .
  • Rydland, Veslemøy (2022). Lekens betydning for små barns utvikling i overgangen mellom barnehage og skole.
  • Rydland, Veslemøy (2022). Kvalitet i barnehagen med fokus på barnehager i flerspråklige områder.
  • Rydland, Veslemøy & Lekhal, Ratib (2022). Støtte til barns språkutvikling i barnehagealderen.
  • Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2022). ECEC Teachers' Perceptions of Parent Collaboration to Support Children's Language Development in Multilingual Areas of Oslo.
  • Røsholt, Tone Sofie; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib (2022). ECEC Teachers’ Perceptions of Parent Collaboration to Support Children’s Dual Language Development in Multilingual Areas of Oslo.
  • Rydland, Veslemøy (2022). Minoritetsspråk.
  • Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2022). Code-switching During Shared Reading in Bilingual Families.
  • 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.
  • Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
  • Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
  • Rydland, Veslemøy & Lekhal, Ratib (2021). Språksterk 1-6.
  • Rydland, Veslemøy (2021). Bakgrunn og planer for Språksterk 1-6.
  • Rydland, Veslemøy (2021). Forhandlinger i rollelek som ramme for å forstå barns språklæring og utforsking av tilhørighet i flerspråklige barnegrupper.
  • Rydland, Veslemøy (2021). Barns erfaringer med samtaler og tekst som grunnlag for utvikling av leseforståelse. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3. s. 29–43.
  • Rydland, Veslemøy & Lekhal, Ratib (2021). Språksterk. Et utviklings og forskningsprosjekt i flerspråklige barnehager i Oslo.
  • Røe-Indregård, Hanne; Rowe, Meredith; Rydland, Veslemøy & Zambrana, Imac Maria (2021). Semantically Contingent Responsiveness in Early Parent-Child Interactions. .
  • Rydland, Veslemøy; Hov, Asbjørn Magnar & Lekhal, Ratib (2020). Nettside: spraksterk.no.
  • Rydland, Veslemøy (2020). Språksterk.
  • Rydland, Veslemøy & Hernholm, Elizabeth (2020). Hva er et godt språktilbud i flerspråklige områder?
  • Grøver, Vibeke & Rydland, Veslemøy (2020). Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms.
  • Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
  • Rydland, Veslemøy & Grøver, Vibeke (2019). Parent-child book-sharing in immigrant families and children’s first-language development.
  • Rydland, Veslemøy (2019). Kan barnehage-hjem samarbeid fremme små barns tospråklige utvikling?
  • 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 [Vis alle 8 forfattere av denne artikkelen] (2018). Å vokse opp med flere språk: Språklæring i barnehagen. .
  • Rydland, Veslemøy (2018). Språklig mangfold i barnehagen.
  • Rydland, Veslemøy (2018). Språklæring i barnehagen.
  • Rydland, Veslemøy (2017). Utvikling av talespråklige ferdigheter i barnehagen.
  • Rydland, Veslemøy (2017). Hva sier forskning om språkutvikling hos barn fra språklige minoriteter?
  • Rydland, Veslemøy (2017). Utvikling av språkforståelse gjennom naturfag. Naturfag. ISSN 1504-4564. s. 42–45.
  • Rydland, Veslemøy (2017). "Kan arbeid i naturfaget utvikle elevers språkforståelse?". .
  • 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.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
  • 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 & 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). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample.
  • 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). Tospråklig utvikling - utfordringer og muligheter.
  • Rydland, Veslemøy (2014). Læring og språk. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 270–283.
  • 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.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F. (2013). Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
  • Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
  • 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.

Se alle arbeider i Cristin

Publisert 6. aug. 2010 09:40 - Sist endret 28. sep. 2022 14:23