Frida Johanne Holmen

• Holmen, Frida Johanne; Haakonsen, Susanne & Næss, Kari-Anne Bottegård (2023). Spørsmålstyper og responser - en studie av bildebokdialoger mellom barnehagelærer og flerspråklige barn. Norsk tidsskrift for logopedi. ISSN 0332-7256. p. 6–17. Full text in Research Archive Show summary

  Flerspråklige barnehagebarn kan ha behov for intensiv stimulering av andrespråket i en kortere eller lengre periode. Bildebokdialog benyttes ofte som et språkstimulerende tiltak med flerspråklige barnehagebarn, men det finnes behov for mer kunnskap om hvordan barna kan involveres på en hensiktsmessig måte. Her presenteres resultatene fra en pilotstudie i The Second Language Learner Plus Project (SL+). Gjennom videoobservasjon av bildebokdialoger på norsk med og uten skript undersøkes barnehagelæreres spørsmålstyper og flerspråklige barns responser. 3464 turer fra bildebokdialogene ble transkribert, og 489 av disse kodet i tråd med Bredesen og Næss (2023). Det kodede datamaterialet ble fremstilt i frekvenser. Resultatene viste at det ble stilt flere spørsmål med enn uten skript, men mengden spørsmål av hver type fulgte samme mønster uavhengig av betingelse; både med og uten skript stilte barnehagelærerne flest halvåpne, deretter lukkede, etterfulgt av færrest åpne spørsmål. Barna kunne svare adekvat på alle tre typer av spørsmål under begge betingelsene. Prosentvis hadde barna flest adekvate responser etter halvåpne spørsmål i form av ja/nei-type svar. Barnehagelærere spiller dermed en viktig rolle i å utvide barnas responser med flere ord, samt å tilpasse spørsmålene til barnas responser i bildebokdialogene.

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• Holmen, Frida Johanne; Idsøe, Thormod; Falkum, Ingrid Lossius & Næss, Kari-Anne Bottegård (2026). Inference-Making Among 4-5-Year-Old First- and Second-Language Learners in Norwegian Early Childhood Education and Care. Full text in Research Archive
• Næss, Kari-Anne Bottegård; Holmen, Frida Johanne & Idsøe, Thormod (2025). RCT of a digital vocabulary intervention for L2 learners in ECEC. Full text in Research Archive Show summary

  The number of second language (L2) learners are increasing in Early Childhood Education and Care (ECEC). On average L2 learners show weaker L2 vocabulary skills compared to first language learners (L1) over time and may be in need of vocabulary intervention. The aim of the present study is to investigate the effects of a 12-week L2 intervention named, the Second language learners Plus (SL+). SL+ is app-based and uses a dual approach of interactive picture book reading and systematic language activities focusing on exposure and social learning theory. 71 ECEC centres in Norwegian were recruited and randomly allocated to the intervention group (n= 36) or the control group (n=35). In total 312 4–5-year-old children participated. The children were individually assessed for expressive and receptive vocabulary as well as narrative skills and listening comprehension pre and post SL+ intervention. We also collected audio recording from the intervention sessions to analyse implementation quality, and survey data from parents and teachers to assess the intervention context. Preliminary regression analysis on individual level indicates positive effects of the intervention (receptive vocabulary (Cohens’ d = 0.55) and expressive vocabulary (Cohens’d = 0.43)). Further and ongoing analysis includes structural equation modelling to investigate the direct and transfer effects, and qualitative analysis of the nature of business as usual as well as how the teacher implemented the intervention.

• Holmen, Frida Johanne; Idsøe, Thormod & Næss, Kari-Anne Bottegård (2025). A Comparison of Inference-making in First- and Second Language Learners in Preschool. Full text in Research Archive
• Næss, Kari-Anne Bottegård & Holmen, Frida Johanne (2025). Virket SL+ tiltaket? Full text in Research Archive
• Holmen, Frida Johanne; Karlsen, Jannicke & Klem, Marianne (2025). The Second Language Learners Plus Intervention (SL+ tiltaket). Full text in Research Archive
• Holmen, Frida Johanne (2024). A Comparison of Inference-Making Skills in First- and Second Language Learners in Preschool. Full text in Research Archive
• Holmen, Frida Johanne; Idsøe, Thormod & Næss, Kari-Anne Bottegård (2024). Inference-Making Skills in First- and Second Language Learners in Preschool. Full text in Research Archive
• Næss, Kari-Anne Bottegård; Holmen, Frida Johanne; Spanne, Kristina Tufteskog; Monsrud, May-Britt; Klem, Marianne & Engevik, Liv Inger [Show all 9 contributors for this article] (2024). Seminar for barnehagelærere i SL+. Full text in Research Archive
• Holmen, Frida Johanne; Engevik, Liv Inger; Karlsen, Jannicke & Klem, Marianne (2024). SL+-intervensjonen. Full text in Research Archive
• Holmen, Frida Johanne & Næss, Kari-Anne Bottegård (2024). Foreløpige resultater av SL+ tiltaket. Full text in Research Archive
• Holmen, Frida Johanne (2023). Spørsmålstyper som engasjerer flerspråklige barnehagebarn i bildebokdialoger - Et masterprosjekt. Full text in Research Archive
• Holmen, Frida Johanne & Haakonsen, Susanne (2022). Spørsmålstyper som engasjerer flerspråklige barnehagebarn i bildebokdialoger. Full text in Research Archive
• Jama, Amun Abi; Næss, Kari-Anne Bottegård & Holmen, Frida Johanne (2024). Pedagogens implementering av skriptspørsmål under SL+ intervensjonen. Universitetet i Oslo. Full text in Research Archive
• Ausel, Kristine; Stigler, Malin; Næss, Kari-Anne Bottegård & Holmen, Frida Johanne (2024). Inferensferdigheter hos barn med svake språkferdigheter. Universitetet i Oslo. Full text in Research Archive
• Gullheim, Caroline; Djuvik, Ingvil Olsen; Næss, Kari-Anne Bottegård & Holmen, Frida Johanne (2024). Sammenhengen mellom inferenser, arbeidsminne og reseptivt vokabular. Universitetet i Oslo. Full text in Research Archive
• Köver, Annelin; Næss, Kari-Anne Bottegård & Holmen, Frida Johanne (2024). Bildeboklesing i et flerspråklig barnehagemiljø. Universitetet i Oslo. Full text in Research Archive
• Holmen, Frida Johanne; Haakonsen, Susanne & Næss, Kari-Anne Bottegård (2022). Spørsmålstyper som engasjerer flerspråklige barnehagebarn i bildebokdialoger - En mixed-method studie av spørsmål og responser. Universitetet i Oslo. Full text in Research Archive Show summary

  The aim of the current study was to increase knowledge regarding second language (L2) learners’ participation in picture book reading. The sample consists of 9 L2 learners and 4 kindergarten teachers, who together participated in 9 picture book dialogues without pre-written script and 9 picture book dialogues with pre-written script. We will examine different questions posed by the kindergarten teachers and the children’s responses to these, during two different conditions. The picture book dialogues were transcribed and later coded in line with a classification system for questions and responses from Bredesen (2021). The coded data material was then presented in frequencies, and due to sample size, a qualitative assessment was done. The results showed that more questions were asked during scripted picture book dialogues, compared to non-scripted picture book dialogues. Overall, most of the questions during the picture book dialogues were half-open, then closed, followed by fewest open-ended questions. Half-open questions more often elicited adequate yes/no responses, compared to other types of responses. Open-ended and closed questions mainly elicited adequate responses with words, compared to other types of responses. During scripted picture book dialogues, the children responded more often with “don’t know” or no response and not adequate words, compared to non-scripted picture book dialogues. At the same time, the children responded less often with adequate words and yes or no during scripted picture book dialogues, compared to non-scripted picture book dialogues. Results from Bredesen (2021) were partly replicated to the picture book contexts we examined. Results related to the kindergarten teachers’ use of question types and the children’s responses after half-open questions were replicated, as well as a partly replication of the results regarding the children’s responses after closed questions. Results related to the children’s responses after open-ended questions were not replicated. Findings indicate that variation in questioning style promoted the children’s adequate responses. At the same time, the non-scripted picture book context promoted the children’s adequate responses to a greater extent than scripted picture book context. Conclusions from this study may contribute to new perspectives on L2 learners’ participation in picture book dialogues, with particular focus on different types of questions and responses.

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