Vibeke Grøver

• 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
• 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.

• 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.

• 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.

• Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2024). What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development. First language. ISSN 0142-7237. doi: 10.1177/01427237241242177. Fulltekst i vitenarkiv Vis sammendrag

  While it is established that parental wh-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children’s wh-questions in their language development. This study examines whether children’s wh-questions during a dinnertime conversation are associated with their receptive and expressive language skills. The sample consists of a unique group of bilingual children: 32 Chinese preschoolers (aged 3–5 years) in Norway. At the onset of the study, parents self-recorded a dinnertime conversation with the target child and other family members present. Over the following year, we assessed children’s receptive vocabulary, expressive vocabulary, and narrative skills in Chinese three times. Individual growth modeling revealed that concurrently, the density of children’s wh-questions was associated with children’s expressive vocabulary and narrative skills, but the association faded when controlling for family demographics. Significantly, even when accounting for all control variables, children’s wh-questions predicted their receptive vocabulary growth across one year. These findings underline children’s active role in shaping their language learning and development. This study also contributes to our understanding of bilingual children’s home language development. Implications and directions for future research are discussed.

• 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
• Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2024). Chinese mothers use idioms in shared book reading: A predictor for children’s Chinese vocabulary growth? Journal of Child Language. ISSN 0305-0009. doi: 10.1017/S0305000924000266. Fulltekst i vitenarkiv Vis sammendrag

  Idioms play an important role in language; however, little research has examined idioms in children’s natural language settings. This study explored idioms usage in maternal talk during mother-child shared book reading and its relation to children’s vocabulary development. Thirty-three Chinese children in Norway (aged 3;0–5;5) and their mothers participated. We observed shared reading at the onset of the study and assessed children’s receptive and expressive vocabulary in Chinese three times across one year. Results demonstrated that mothers used an average of 1.8 idioms and explained one-third of the idioms. Maternal idiom usage was correlated with their talk amount and lexical diversity. Individual growth modeling revealed that the number of idioms mothers used predicted the growth of children’s receptive vocabulary in Chinese. We speculate that idiom usage could be an effective and understudied marker of parental linguistic sophistication. This study underscores the importance of idiom exposure in children’s language environment.

• 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.

• Grøver, Vibeke; Snow, Catherine; Evans, Leigh & Strømme, Hilde (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica. ISSN 0001-6918. 239. doi: 10.1016/j.actpsy.2023.103997. Fulltekst i vitenarkiv Vis sammendrag

  Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.

• 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 Vis sammendrag

  The present study investigated whether parent–child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children’s first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and Urdu). The analysis of shared reading was based on predefined story elements in the book, and differentiated between whether central story elements were introduced as parent inferential questions and child responses, or as parent and child narrative statements. The children’s L1 and L2 receptive vocabulary skills were assessed prior to the reading as well as 8months later. Regression analyses revealed that parent inferential questions predicted children’s L1 vocabulary development across the time-period. Child responses to adult inferential questions predicted their L1 and L2 vocabulary development. These findings support the growing research base that emphasizes the importance of eliciting child reasoning during shared reading.

• 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 Vis sammendrag

  This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary and grammar skills were assessed pre- and post-intervention, with 7.4 months between the 2 assessments. We asked whether the intervention affected qualities of teacher talk hypothesized to impact children's language, and whether identified changes in teacher talk mediated child second-language vocabulary and grammar outcomes. Results revealed that by the end of the school year teachers in the intervention group demonstrated significantly higher quality in their talk during shared reading, assessed as diversity of word types, use of word explanations and ratio of multi-clause utterances. These differences in teacher talk quality explained variance in children's second-language vocabulary outcomes by the end of the intervention year, but not in their second-language syntactic comprehension.

• Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education. ISSN 0256-8543. doi: 10.1080/02568543.2022.2098427. Fulltekst i vitenarkiv Vis sammendrag

  This study examined how parental expectations were associated with Chinese-Norwegian dual language learners’ Chinese language skills. A total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their children’s Chinese language development, characteristics of the home literacy environment (resources and practices), and children’s Chinese language skills. The children were ages 1;6–14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school. We found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of children’s Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., children’s books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their children’s Chinese language skills. By documenting parents’ efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers.

• Kucirkova, Natalia & Grøver, Vibeke (2022). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-022-01415-1. Fulltekst i vitenarkiv Vis sammendrag

  Parents’ attitudes are an important indicator of whether and how parents engage in shared book reading (SBR) at home. This study analysed Norwegian parents’ attitudes towards reading books with their children aged between 1–4.5 years. Thematic analysis of data from 24 interviews revealed two main themes in parents’ accounts: agency (the child’s independence, the adult’s control as well as their shared control during SBR) and embodiment (physical presence and intimate experience of a SBR session). Both themes correspond to parents’ preference for reading print rather than digital books with their children. Findings are discussed from the socio-material theoretical perspective, with attention to their practical and policy implications.

• 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 Vis sammendrag

  Research Findings: This study used sequential analysis to investigate teachers’ use of literal and inferential questions and their relation to children’s responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3–5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order literal to higher-order inferential levels. Sequential analysis was employed to examine in which ways dual-language learners aligned their responses with the level of the preschool teachers’ questions. We found that teacher questions were highly likely to elicit child responses on the same level, with higher-order inferential questions consistently followed by higher-order inferential child responses. Practice or Policy: The results suggest that preschool teachers can use not only literal but also more challenging inferential questions with dual-language learners and in this way, actively engage them in complex inferential talk during shared reading.

• Heller, Mia Cecilie & Grøver, Vibeke (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education. ISSN 0966-9760. s. 1–17. doi: 10.1080/09669760.2021.1893665. Fulltekst i vitenarkiv Vis sammendrag

  Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children’s language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers’ instructional talk, and thus, more efficiently promote children’s language learning. The present study examined the extent to which 15 teachers in Norway implementing a language intervention programme designed to enhance students’ second-language learning in first and second grade demonstrated changes in their instructional talk over the 8-week programme. The programme consisted of scripted parts (labelling pictures of targeted words, repeated exposures), as well as soft scripted parts (word relations and definitions) and minimally scripted parts (narratives and explanations that extended the here-and-now). Teachers received professional development that qualified them to implement the programme. Analysis of modifications in teachers’ instructional talk was based on audio-recorded small-group interactions, comparing characteristics of teacher talk at the beginning and end of the 8-week programme. Results revealed that teachers’ instructional talk developed to include more word definitions and extended discourse, talk categories aligned with the less scripted parts of the intervention. Conversely, teacher talk during the scripted parts of the programme did not change.

• Grøver, Vibeke & Bråten, Ivar (2021). Hvorfor en bok om leseforståelse i skolen? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. s. 15–25. Fulltekst i vitenarkiv
• Bubikova-Moan, Jarmila & Grøver, Vibeke (2021). Skolens samarbeid med foreldre til minoritetsspråklige barn i begynneropplæringen - refleksjoner over muligheter og utfordringer. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. s. 46–58. 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 Vis sammendrag

  From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez &amp; Song, 2013).

• 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 Vis sammendrag

  This cluster‐randomized controlled study examined dual language learners (DLLs) in Norway who received a book‐based language intervention program. About 464 DLLs aged 3–5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher‐developed intervention that was organized around loosely scripted, content‐rich shared reading in school and at home. Receiving the intervention had significant impacts on the children’s second‐language skills (effect sizes of d = .25–.66). In addition to supporting second‐language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children’s ability to shift perspectives and understand others’ emotional states.

• Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language. I Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Red.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 9781107169357. s. 1–15. Fulltekst i vitenarkiv
• Grøver, Vibeke (2019). Young Bilinguals' Extended Discourse Skills: The Role of Perspective Taking. I Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (Red.), Learning through Language. Towards an Educationally Informed Theory of Language Learning.. Cambridge University Press. ISSN 9781107169357. s. 179–191. doi: 10.1017/9781316718537.017. Fulltekst i vitenarkiv
• 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 Vis sammendrag

  In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean age of 6 years 3.34 months, 137 students were randomly allocated to an intervention group or a waiting‐list control group, with the latter group receiving the intervention after posttest 1. Five assessments of oral language skills were conducted before the intervention, immediately following it, and four months later. The intervention group showed significant improvements in various oral language skills compared with the waiting‐list control group. There were no significant differences between the groups at the four‐month follow‐up when the waiting‐list control group received the intervention. The program was successful in enhancing oral language skills in young language‐minority learners.

• 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 Vis sammendrag

  Although recent research has documented that classroom discussions may enhance students’ reading comprehension, limited knowledge exists regarding the ‘working ingredients’ that extend students’ comprehension of texts through peer discussion. This observational study examines the pre- and post-discussion comprehension of fifth graders, investigating whether particular features of peer discussions immediately following individual reading can support comprehension outcomes. The sample consisted of 102 fifth graders (many of whom were second-language learners) in 21 different multilinguistic classrooms in Norway. Altogether, 25 peer discussions were videotaped, transcribed, and coded according to eight categories of talk moves. The findings showed that the number of talk moves offering relevant arguments and counterarguments predicted significant variance in the students’ post-discussion comprehension scores (controlling for pre-discussion comprehension, prior topic knowledge, vocabulary, and word-decoding skills). These findings suggest that the argumentative qualities of the peer discussions were linked to improvements in the students’ comprehension outcomes.

• 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. Fulltekst i vitenarkiv
• McBride, Catherine; Snow, Catherine E.; Kucirkova, Natalia & Grøver, Vibeke (2017). Old and new: reflecting on the enduring key issues in early literacy. I Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (Red.), The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge. ISSN 9781138787889. s. 373–382. Fulltekst i vitenarkiv
• Grøver, Vibeke (2017). Fostering vocabulary in early childhood education. I Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (Red.), The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context.. Routledge. ISSN 9781138787889. s. 284–295. doi: 10.4324/9781315766027-26. Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Commentary: 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.20174. Fulltekst i vitenarkiv
• 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). Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 Vis sammendrag

  Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts. Design: The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in the amount and diversity of the L2 talk they were exposed to in interactions with teachers and peers. Data and analysis: Preschool L2 talk exposure was assessed by calculating the density of word tokens and word types in video-taped teacher-led group talk and in peer-play talk. The children’s vocabulary skills were assessed in L1 at age five and in L2 at ages four, five, six, seven and 10, using translated versions of the Peabody Picture Vocabulary Test-III. To obtain a more reliable estimate of the children’s L2 vocabulary skills we used data from all time points to fit a longitudinal growth model. Findings: Children with more developed L1 vocabulary skills who were exposed to teacher-led talk and peer-play talk with a high density of tokens had more developed L2 vocabulary skills at age five. This interaction effect remained after controlling for maternal education. Originality: Few previous studies, if any, have analyzed whether the interaction effects between L1 vocabulary skills and L2 exposure may impact L2 vocabulary skills; that is, whether children with more developed L1 vocabulary skills are more prepared to make use of the L2 environment. Implications: Interdependency among languages may be mediated by classroom talk quality. Rather than limiting the discussion of L1–L2 relations to issues of direct transfer, future research should include children’s experiences with using socio-pragmatic skills when interpreting word meaning.

• 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. Fulltekst i vitenarkiv

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• Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 9788202650063. 255 s. Fulltekst i vitenarkiv
• Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (2019). Learning through Language. Towards an Educationally Informed Theory of Language Learning. Cambridge University Press. ISBN 9781107169357. 325 s. Fulltekst i vitenarkiv
• Grøver, Vibeke (2018). Å lære språk i barnehagen. Kvaliteter ved barns samhandling med voksne og jevnaldrende som fremmer språklæring. Cappelen Damm Akademisk. ISBN 9788202422202. 194 s. Fulltekst i vitenarkiv
• Kucirkova, Natalia; Snow, Catherine E.; Grøver, Vibeke & McBride, Catherine (2017). The Routledge International Handbook of Early Literacy Education. A Contemporary Guide to Literacy Teaching and Interventions in a Global Context. Routledge. ISBN 9781138787889. 391 s. Fulltekst i vitenarkiv
• Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk: Learning from each other. Cambridge University Press. ISBN 9781139084536. 280 s. Fulltekst i vitenarkiv

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• 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
• Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2025). Chinese mothers' use of idioms in shared book reading: a predictor for children's Chinese vocabulary growth. 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2023). Idioms exposure in shared book reading and child vocabulary growth: An exploratory study. Fulltekst i vitenarkiv
• 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. 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
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy (2022). Code-switching During Shared Reading in Bilingual Families. 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
• Kucirkova, Natalia & Grøver, Vibeke (2022). Correction to: The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children (Early Childhood Education Journal, (2022), 10.1007/s10643-022-01415-1). Early Childhood Education Journal. ISSN 1082-3301. doi: 10.1007/s10643-022-01434-y. Fulltekst i vitenarkiv
• Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2022). Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings. Fulltekst i vitenarkiv
• Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills. Fulltekst i vitenarkiv
• Grøver, Vibeke (2021). Perspektivtaking og tekstforståelse. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. Fulltekst i vitenarkiv
• Grøver, Vibeke & Bråten, Ivar (2021). Hvorfor en bok om leseforståelse? I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2020). Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms. Fulltekst i vitenarkiv
• Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2019). Parent-child book-sharing in immigrant families and children’s first-language development. Fulltekst i vitenarkiv
• Grøver, Vibeke (2019). Shared book reading in early childhood education supports vocabulary - and more? Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2019). Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes. Fulltekst i vitenarkiv
• Grøver, Vibeke & Tholin, Jörgen (2019). Framtidens forskningslandskap. Fulltekst i vitenarkiv
• Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Grøver, Vibeke (2018). Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv. Fulltekst i vitenarkiv
• Grøver, Vibeke (2018). Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv? Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young bilinguals' narrative and perspective-taking skills. Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2017). Book-based interventions support young emergent bilinguals' narrative skills. Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning. Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen. Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring? Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study. Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Hva kjennetegner et godt språkmiljø i barnehagen? Fulltekst i vitenarkiv
• Grøver, Vibeke (2016). Assessing narrative and perspective-taking skills in young children. Fulltekst i vitenarkiv
• Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2015). Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure. Fulltekst i vitenarkiv
• Grøver, Vibeke (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes? Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2015). Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen. Fulltekst i vitenarkiv
• Grøver, Vibeke (2015). Multilingual daycare in Norway. Fulltekst i vitenarkiv
• Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk. Fulltekst i vitenarkiv
• Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk. Fulltekst i vitenarkiv
• Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension. Fulltekst i vitenarkiv

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