Vibeke Grøver

• 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: https://doi.org/10.1111/cdev.13348
• Grøver, Vibeke (2019). Young Bilinguals' Extended Discourse Skills: The Role of Perspective Taking, In Vibeke Grøver; Paola Uccelli; Meredith Rowe & Elena Lieven (ed.),  Learning through Language. Towards an Educationally Informed Theory of Language Learning..  Cambridge University Press.  ISBN 978-1-107-16935-7.  Kapittel 13.  s 179 - 191
• Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language, In Vibeke Grøver; Paola Uccelli; Meredith Rowe & Elena Lieven (ed.),  Learning through Language. Towards an Educationally Informed Theory of Language Learning..  Cambridge University Press.  ISBN 978-1-107-16935-7.  Kapittel 1: Learning through Language.  s 1 - 15
• Heller, Mia Cecilie; Lervåg, Arne & Grøver, Vibeke (2019). Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners: A Randomized Trial. Reading Research Quarterly.  ISSN 0034-0553.  54(4), s 531- 552 . doi: 10.1002/rrq.248 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
• 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.
• Grøver, Vibeke (2017). Fostering vocabulary in early childhood education, In Natalia Kucirkova; Catherine E. Snow; Vibeke Grøver & Catherine McBride (ed.),  The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context..  Routledge.  ISBN 978-1-138-78788-9.  23.  s 284 - 295
• McBride, Catherine; Snow, Catherine E.; Kucirkova, Natalia & Grøver, Vibeke (2017). Old and new: reflecting on the enduring key issues in early literacy., In Natalia Kucirkova; Catherine E. Snow; Vibeke Grøver & Catherine McBride (ed.),  The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context..  Routledge.  ISBN 978-1-138-78788-9.  30.  s 373 - 382
• Grøver, Vibeke (2016). Implementing interventions: Building a shared understanding of why. New Directions for Child and Adolescent Development.  ISSN 1520-3247.  2016(154), s 109- 112 . doi: 10.1002/cad
• 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.
• Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk and learning: uniting discursive, social, andcultural facets of peer interactions, In Asta Cekaite; Shoshana Blum-Kulka; Vibeke Grøver & Eva Teubal (ed.),  Children's peer talk: Learning from each other.  Cambridge University Press.  ISBN 978-1139084536.  editors introduction.  s 3 - 19
• 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, In Asta Cekaite; Shoshana Blum-Kulka; Vibeke Grøver & Eva Teubal (ed.),  Children's peer talk: Learning from each other.  Cambridge University Press.  ISBN 978-1139084536.  Kapittel 11.  s 214 - 234
• 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; 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
• Lekhal, Ratib; Soest, Tilmann M von; Wang, Mari Vaage; Aukrust, Vibeke Grøver & Schjølberg, Synnve (2012). Norway's High-Quality Center Care Reduces Late Talking in High- and Low-Risk Groups. Journal of Developmental and Behavioral Pediatrics.  ISSN 0196-206X.  33(7), s 562- 569 . doi: 10.1097/DBP.0b013e3182648727
• 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
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of Applied Developmental Psychology.  ISSN 0193-3973.  32(4), s 198- 207 . doi: 10.1016/j.appdev.2011.01.002
• Aukrust, Vibeke Grøver (2010). An overview of Language and Literacy in Educational Settings, In Penelope Peterson; Eva Baker & Barry McGaw (ed.),  International Encyclopedia of Education, Third edition, Volume 5.  Elsevier.  ISBN 978-0-08-044893-0.  Volume 5.  s 345 - 355
• Lervåg, Arne Ola & Aukrust, Vibeke Grøver (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry.  ISSN 0021-9630.  51(5), s 612- 620 . doi: 10.1111/j.1469-7610.2009.02185.x
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Barnehagens kvalitet og skolefaglig læring: en kunnskapsoversikt. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  (3), s 178- 187
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). 'Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics.  ISSN 0378-2166.  41(8), s 1538- 1556 . doi: 10.1016/j.pragma.2007.03.009
• Aukrust, Vibeke Grøver (2008). Boys' and girls' conversational participation across four grade levels in Norwegian classrooms: taking the floor or being given the floor?. Gender and Education.  ISSN 0954-0253.  20(3), s 237- 252 . doi: 10.1080/09540250802000413
• Aukrust, Vibeke Grøver (2008). Turkish-speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  52(3), s 293- 314 . doi: 10.1080/00313830802025108
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2008). 'Does it matter?'Talking about ethnic diversity in preschool and firest grade classrooms. Journal of Pragmatics.  ISSN 0378-2166.  40 . doi: 10.1016/j.pragma.2007.03.009
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). Identity revealed through talk among young language-minority children in Norwegian classrooms. International Journal of Educational Research.  ISSN 0883-0355.  47(5), s 301- 311
• Aukrust, Vibeke Grøver (2007). 'Røverkjøp' og 'bra kjøp': om språk og leseforståelse, I: Ivar Bråten (red.),  Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-26175-7.  kapittel.  s 110 - 127
• Aukrust, Vibeke Grøver (2007). Young children acquiring second language vocabulary in preschool group-time: does amount, diversity and discourse complexity of teacher talk matter?. Journal of Research in Childhood Education.  ISSN 0256-8543.  22(1), s 17- 38
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2007). Minoritetsspråklige barn og lesing - hvordan kan barnehagen og skolens begynnerundervisning legge til rette for leseforståelse?, I: Ivar Bråten (red.),  Leseforståelse - Lesing i kunnskapssamfunnet - Teori og praksis.  Cappelen Damm Akademisk.  ISBN 978-82-02-26175-7.  kapittel.  s 128 - 146
• Edwards, Carolyn Pope; Knoche, Lisa; Aukrust, Vibeke Grøver; Kumru, Asiye & Kim, Misuk (2006). Parental Ethnotheories of Child Development. Looking Beyond Independence and Individualism in American Belief Systems, In Uichol Kim; Kuo-Shu Yang & Kwang-kuo Hwang (ed.),  Indigenous and Cultural Psychology. Understanding People in Context.  Springer Publishing Company.  ISBN 0387286616.  Kapittel 6.  s 141 - 162
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Lexical Repetition in Second Language Learners' Peer Play Interaction. Language Learning.  ISSN 0023-8333.  55(2), s 229- 274
• Aukrust, Vibeke Grøver (2004). Explanatory discourse in young second language learners' peer play. Discourse Studies.  ISSN 1461-4456.  6, s 393- 412

Se alle arbeider i Cristin

• Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (ed.) (2019). Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press.  ISBN 978-1-107-16935-7.  325 s.
• Grøver, Vibeke (2018). Å lære språk i barnehagen. Kvaliteter ved barns samhandling med voksne og jevnaldrende som fremmer språklæring.. Cappelen Damm Akademisk.  ISBN 978-82-02-42220-2.  194 s.
• Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (ed.) (2017). The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge.  ISBN 978-1-138-78788-9.  391 s.
• Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (ed.) (2014). Children's peer talk: Learning from each other. Cambridge University Press.  ISBN 978-1139084536.  280 s.
• Aukrust, Vibeke Grøver (2011). Learning and cognition in education. Elsevier.  ISBN 0123814383.  272 s. Vis sammendrag

  "Artikler opprinnelig utgitt i 3.utg. av The International encyclopedia of education, 2010 - Forordet." (Kommentar i BIBSYS-posten)/tøf

Se alle arbeider i Cristin

• Grøver, Vibeke (2019). Shared book reading in early childhood education supports vocabulary - and more?.
• Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education.
• Grøver, Vibeke & Tholin, Jörgen (2019). Framtidens forskningslandskap.
• 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 & Grøver, Vibeke (2019). Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes.
• Grøver, Vibeke (2018). Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?.
• Grøver, Vibeke (2018). Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
• Grøver, Vibeke; Rydland, Veslemøy; Garmann, Nina Gram; Tkachenko, Elena; Romøren, Anna Sara Hexeberg; Høglind, Hanne; Thomassen, Kari Elisabeth & Salinas, Veronica (2018). Å vokse opp med flere språk: Språklæring i barnehagen..
• 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 (2016). Assessing narrative and perspective-taking skills in young children.
• Grøver, Vibeke (2016). Hva kjennetegner et godt språkmiljø i barnehagen?.
• Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study..
• Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?.
• Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
• Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
• Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning..
• Grøver, Vibeke; Rydland, Veslemøy; Kucherenko, Svitlana & Sandøy, Mari Hustad (2016). Enhancing vocabulary development in young bilingual learners through text talk in school and at home..
• Grøver, Vibeke (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?.
• Grøver, Vibeke (2015). Multilingual daycare in Norway.
• Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn..
• 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). Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen.
• Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample..
• Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
• Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
• 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 (2013). Second-language Speakers in Scandinavian Early Childhood Education.
• 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.
• Grøver, Vibeke (2013). Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
• Grøver, Vibeke (2013). Young language-minority children's participation in preschool talk: long-term implications?.
• Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua (2013). Who benefits from a rich language environment in preschool: a study of bilingual children.
• Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F. (2013). Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
• Rydland, Veslemøy & Grøver, Vibeke (2013). The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.
• 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.
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2011). Peer text discussion and content-area comprehension.
• Aukrust, Vibeke Grøver; Rydland, Veslemøy & Lawrence, Joshua (2011). Can L1 vocabulary skills predict L2 vocabulary development? A study of Turkish immigrant children learning Norwegian as a second language.
• Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Does teacher talk and peer talk in preschool have a long-term effect on immigrant children’s L2 vocabulary development?.
• Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). Is Turkish vocabulary and advantage in acquiring Norwegian vocabulary? A longitudinal study of bilingual children in Norway.
• Rydland, Veslemøy; Aukrust, Vibeke Grøver & Lawrence, Joshua (2011). The role of peer talk for immigrant children’s vocabulary development. A longitudinal study of native-Turkish children growing up in Norway.
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2009). Minority children in Norwegian preschools and 1st grade classrooms: Does the quality of talk exposure predict second-language aquisition over time?.
• Aukrust, Vibeke Grøver; Rydland, Veslemøy & Solbrekke, Tone Dyrdal (2009). Minoritetsspråklige elever - opplæringsbetingelser og læringsutbytte. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  93(4), s 243- 246
• Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Background knowledge, vocabulary and reading comprehension in second-language learners in fifth grade.
• Fulland, Helene; Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Topic reading comprehension in second language learning in Norwegian fifth grade classrooms.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2009). Learning the second language through peer talk. A longitudinal study of Turkish-speaking children in Norwegian classrooms.
• Aukrust, Vibeke Grøver (2008). Barnehagens betydning for skolefaglig læring - en kunnskapsoversikt.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2008). What young children know about ethnic identity.
• Aukrust, Vibeke Grøver (2007). Classroom Discourse and Young Immigrant Students in Northern Europe.
• Aukrust, Vibeke Grøver (2007). Classroom conversations as immediate and long-term resources for second language acquisition in immigrant first grade children.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2007). Second language learners' out-of-frame talk in peer pretend play.
• Aukrust, Vibeke Grøver (2006). Tidlig språkstimulering og livslang læring - en kunnskapsoversikt.
• Aukrust, Vibeke Grøver (2006). Young children acquiring second language vocabulary in group time.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Teachers' and children's talk about ethnic and linguistic diversity in preschool and first grade classrooms.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2006). Young children acquiring second language vocabulary in group time: What matters?.
• Aukrust, Vibeke Grøver (2005). Tidlig språkstimulering og livslang læring: en oversikt over forskningsfeltet.
• Aukrust, Vibeke Grøver & Rydland, Veslemøy (2005). Talking about Ethnic and Linguistic Diversity in Preschool Classrooms.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Learning talk in peer interaction: How children come to express their own voice in peer play groups.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Second Language Learning Children's Lexical Repetition in Peer Play Discourse and Second Language Acquisition.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2005). Young Second Language Learners' Negotiation Strategies in Pretend Play Participation: A lonitudinal Study.
• Aukrust, Vibeke Grøver (2004). Acquisition of narrative competence in interaction - a crosscultural perspective.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2004). Children's Oral Discourse in Bilingual and Cross-cultural Contexts: Pragmatic Strategies for Participating in Interpretive Discourse.
• Rydland, Veslemøy & Aukrust, Vibeke Grøver (2004). Second Language Learners' Peer Discourse and Language Acquisition in Multicultural Preschool Classrooms.

Se alle arbeider i Cristin