Browsing Institutt for pedagogikk by Author "Rydland, Veslemøy"
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Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Thurmann-Moe, Anne Cathrine; Lyster, Solveig-Alma Halaas (Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2019)This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six ...
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Rydland, Veslemøy; Grøver, Vibeke (Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2018)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 ...
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Grøver, Vibeke; Lawrence, Joshua F.; Rydland, Veslemøy (Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2016)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 ...
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Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool Kucherenko, Svitlana; Rydland, Veslemøy; Grøver, Vibeke (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)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 ...
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Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric; Snow, Catherine (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)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 ...
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Kucherenko, Svitlana; Rydland, Veslemøy; Grøver, Vibeke (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2024)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 ...
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van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy; Buøen, Elisabet Solheim (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)Toddlers’ social – emotional well-Being in ECEC Shyness Being shy in ECEC Longitudinal association between early shyness and well-being in ECEC The present study Method Results Discussion Acknowledgements Disclosure statement ...
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Røe-Indregård, Hanne; Rowe, Meredith L.; Rydland, Veslemøy; Zambrana, Imac Maria (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)Communication is best understood as occurring along three dimensions: interactional, conceptual, and linguistic. However, few studies have examined early parent–child communication along all three dimensions simultaneously. ...
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Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Lyster, Solveig Alma Halaas (Journal article / Tidsskriftartikkel / SubmittedVersion, 2022)The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) ...
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Rydland, Veslemøy; Grøver, Vibeke (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)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 ...
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Rydland, Veslemøy; Grøver, Vibeke (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)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 ...
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Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric; Snow, Catherine E. (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)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 ...
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Røe-Indregård, Hanne; Brinchmann, Ellen Irén; Rydland, Veslemøy; Rowe, Meredith L.; Hagtvet, Ragna Bente Eriksen; Zambrana, Imac Maria (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2024)Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the ...
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Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy; van Gils, Suzanne; Vermeer, Harriet J; Buøen, Elisabet Solheim (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life ...
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Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe; Lekhal, Ratib (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2023)The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still ...
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Van Trijp, Catharina Petronella Johanna; Lekhal, Ratib; Drugli, May Britt; Rydland, Veslemøy; Buøen, Elisabet Solheim (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This ...