Vibeke Grøver

Bilde av Vibeke Grøver
English version of this page
Telefon +47 22857601
Rom 552
Treffetider Etter avtale
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0371 Oslo
Postadresse Postboks 1092 Blindern 0317 Oslo

Utdanning

  • 1992: Dr.polit., Universitetet i Oslo
  • 1982: Embetseksamen i pedagogikk, spesialisering i pedagogisk-psykologisk rådgivning
  • 1977: Allmennlærerutdanning

Forskningsinteresser

  • Språk og leseforståelse
  • Minoritetsspråklige barns skolefaglige læring

Pågående forskningsaktiviteter

Forskning på minoritetsspråklige barns språklige utvikling og leseforståelse innenfor rammen av to prosjekter:

  • Language minority students' text comprehension - a longitudinal study
  • Teaching for text comprehension: supporting young second language learners' text comprehension in urban multiethnic preschools in Norway

Ledelse

  • Instituttleder Pedagogisk forskningsinstitutt, Universitetet i oslo (2006-2008)
  • Dekan Det utdanningsvitenskapelige fakultet, Universitetet i Oslo (jan 2009-des 2012)
  • Leder for det norske Advisory board for Peder Sather senteret ved University of California Berkeley (2012-2014)

 Forskningsopphold

  • Visiting scholar Harvard Graduate School of Education (1991, 1995, 2002/2003)
  • Center for advances Study at the Norwegian Academy of Science and Letters (1996/1997)
  • Visiting scholar Harvard Graduate School of Education 1. februar 2013 - 15. mai 2013
  • Visiting scholar East China Normal University Shanghai, juli 2013
  • Visiting scholar New York University, høst 2013
  • Visiting scholar University of California Berkeley, vår 2014
  • Visiting scholar Harvard Graduate School of Education, mars-april 2016
  • Visiting scholar Harvard Graduate School of Education, februar-mars 2018

 

Emneord: Pedagogikk, Leseforståelse og tekstbasert læring, Minoritetsspråklige barn og unge, Språkutvikling og språkvansker

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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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 978-82-02-65006-3. s. 15–25.
  • 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
  • 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 978-82-02-65006-3. s. 46–58.
  • 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
  • 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 978-1-107-16935-7. s. 179–191. doi: 10.1017/9781316718537.017.
  • 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 978-1-107-16935-7. 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
  • 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.
  • 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 978-1-138-78788-9. s. 373–382.
  • 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 978-1-138-78788-9. s. 284–295. doi: 10.4324/9781315766027-26.
  • 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.
  • 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 (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
  • 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.
  • Cekaite, Asta; Blum-Kulka, Shoshana; Grøver, Vibeke & Teubal, Eva (2014). Children's peer talk and learning: uniting discursive, social, andcultural facets of peer interactions. 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. 3–19. doi: 10.1017/cbo9781139084536.003.
  • 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.

Se alle arbeider i Cristin

  • Grøver, Vibeke & Bråten, Ivar (2021). Leseforståelse i skolen: Utfordringer og muligheter. Cappelen Damm Akademisk. ISBN 978-82-02-65006-3. 255 s.
  • Grøver, Vibeke; Uccelli, Paola; Rowe, Meredith & Lieven, Elena (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 (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 (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.

Se alle arbeider i Cristin

  • Grøver, Vibeke & Lawrence, Joshua (2024). Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
  • Lawrence, Joshua & Grøver, Vibeke (2024). Ask more, know more: Children’s Wh-questions Predict Language Development. .
  • 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.
  • 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.
  • 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 .
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2023). Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
  • 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.
  • 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.
  • 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.
  • 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.
  • Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua (2022). Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings.
  • Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke (2022). Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills.
  • 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 978-82-02-65006-3.
  • Grøver, Vibeke (2021). Perspektivtaking og tekstforståelse. I Grøver, Vibeke & Bråten, Ivar (Red.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 978-82-02-65006-3.
  • 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 & Grøver, Vibeke (2019). Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes.
  • Grøver, Vibeke & Tholin, Jörgen (2019). Framtidens forskningslandskap.
  • Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education.
  • Grøver, Vibeke (2019). Shared book reading in early childhood education supports vocabulary - and more?
  • 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. .
  • 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 (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). Hva kjennetegner et godt språkmiljø i barnehagen?
  • Grøver, Vibeke (2016). Assessing narrative and perspective-taking skills in young children.
  • Grøver, Vibeke & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
  • Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
  • 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.
  • Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study.
  • Grøver, Vibeke (2015). Multilingual daycare in Norway.
  • Rydland, Veslemøy & Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen.
  • Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
  • Grøver, Vibeke (2015). Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?
  • 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.
  • Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
  • Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension.
  • Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
  • Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk.
  • 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). Second-language Speakers in Scandinavian Early Childhood Education.
  • Grøver, Vibeke (2013). Young language-minority children's participation in preschool talk: long-term implications?
  • 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.
  • 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). The role of peer talk for immigrant children’s vocabulary development. A longitudinal study of native-Turkish children growing up in Norway.
  • 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.

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Publisert 1. okt. 2010 09:14 - Sist endret 28. feb. 2022 08:58

Prosjekter