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Grøver, Vibeke; Rydland, Veslemøy; Bratlie, Siri Steffensen & Ovati, Tone Sofie Røsholt
(2024).
Two recent shared reading intervention studies implemented in the larger Oslo area.
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Grøver, Vibeke & Lawrence, Joshua
(2024).
Exploring Idioms in Shared Book Reading: Impact on Chinese-Norwegian Bilingual Children's Vocabulary Growth. .
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Lawrence, Joshua & Grøver, Vibeke
(2024).
Ask more, know more: Children’s Wh-questions Predict Language Development. .
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Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke
(2023).
Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
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Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen
(2023).
Latent profiles of language, communication, attention and play behavior.
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Ovati, Tone Sofie Røsholt; Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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Rydland, Veslemøy; Grøver, Vibeke & Lekhal, Ratib
(2023).
Teacher Perceptions of Parent Collaboration in Multi-Ethnic ECEC Settings.
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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.
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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 .
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Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua
(2023).
Idioms exposure in shared book reading and child vocabulary growth: An exploratory study.
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Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy
(2023).
Dual Language Use as a Resource in Word Explanations During Shared Reading.
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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.
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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.
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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.
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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.
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Nomat, Dilman; Grøver, Vibeke & Rydland, Veslemøy
(2022).
Code-switching During Shared Reading in Bilingual Families.
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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.
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Yang, Junyi; Grøver, Vibeke & Lawrence, Joshua
(2022).
Analyzing Mothers' Use of Chinese Idioms (Chengyu) in Natural Home Settings.
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Yang, Junyi; Lawrence, Joshua & Grøver, Vibeke
(2022).
Mothers' Linguistic Input During Shared Book Reading and Dual Language Learners' Home Language Skills.
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Grøver, Vibeke & Bråten, Ivar
(2021).
Hvorfor en bok om leseforståelse?
In Grøver, Vibeke & Bråten, Ivar (Ed.),
Leseforståelse i skolen: Utfordringer og muligheter..
Cappelen Damm Akademisk.
ISSN 978-82-02-65006-3.
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Grøver, Vibeke
(2021).
Perspektivtaking og tekstforståelse.
In Grøver, Vibeke & Bråten, Ivar (Ed.),
Leseforståelse i skolen: Utfordringer og muligheter..
Cappelen Damm Akademisk.
ISSN 978-82-02-65006-3.
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Grøver, Vibeke & Rydland, Veslemøy
(2020).
Supporting Teachers' Book-Sharing Practices: An Intervention Study Addressing Second-Language Learners in Norwegian Preschool Classrooms.
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Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke
(2019).
Book sharing with young dual language learners in preschool.
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Rydland, Veslemøy & Grøver, Vibeke
(2019).
Parent-child book-sharing in immigrant families and children’s first-language development.
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Rydland, Veslemøy & Grøver, Vibeke
(2019).
Variations in Parent-Child Book-Sharing Practices at Home and their Relations to Child Outcomes.
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Grøver, Vibeke & Tholin, Jörgen
(2019).
Framtidens forskningslandskap.
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Grøver, Vibeke
(2019).
Supporting dual language learning through collaboration between parents and teachers in early childhood education.
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Grøver, Vibeke
(2019).
Shared book reading in early childhood education supports vocabulary - and more?
-
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Grøver, Vibeke
(2018).
Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?
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Grøver, Vibeke
(2018).
Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
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Grøver, Vibeke & Rydland, Veslemøy
(2017).
Book-based interventions support young bilinguals' narrative and perspective-taking skills.
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Grøver, Vibeke & Rydland, Veslemøy
(2017).
Book-based interventions support young emergent bilinguals' narrative skills.
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Grøver, Vibeke
(2016).
Hva kjennetegner et godt språkmiljø i barnehagen?
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Grøver, Vibeke
(2016).
Assessing narrative and perspective-taking skills in young children.
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Grøver, Vibeke & Rydland, Veslemøy
(2016).
Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
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Grøver, Vibeke
(2016).
Språklæring og tekstforståelse i barnehagen.
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Grøver, Vibeke
(2016).
Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
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Grøver, Vibeke & Rydland, Veslemøy
(2016).
Språklæring og tekstforståelse i barnehagen - de første resultatene.
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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.
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Grøver, Vibeke
(2016).
Language learning and text comprehension in language minority children - the Oslo study.
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Grøver, Vibeke
(2015).
Multilingual daycare in Norway.
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Rydland, Veslemøy & Grøver, Vibeke
(2015).
Språklæring og tekstforståelse i barnehagen - erfaringer fra forskningsprosjekt, innspill til det pågående arbeidet med revidering av rammeplanen for barnehagen.
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Grøver, Vibeke
(2015).
Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
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Grøver, Vibeke
(2015).
Hva er randomiserte kontrollerte forsøk og hva skal til for å lykkes?
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Rydland, Veslemøy & Grøver, Vibeke
(2015).
Bilingual children's vocabulary development from preschool to fifth grade: the mpact of amount versus diversity of talk exposure.
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Rydland, Veslemøy & Grøver, Vibeke
(2015).
Trust in text in children who do not receive reading instruction until age 6: Results from a Norwegian sample.
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Grøver, Vibeke
(2014).
Randomiserte, kontrollerte intervensjonsstudier.
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Grøver, Vibeke & Rydland, Veslemøy
(2014).
Young language minority children's language learning and textcomprehension.
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Grøver, Vibeke
(2014).
Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
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Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin
(2014).
Interlocutor awareness in young second-language learners' peer talk.
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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.
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Grøver, Vibeke
(2013).
Young Immigrant Children’s Vocabulary Trajectories from Preschool to School: Lessons from Scandinavia.
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Grøver, Vibeke
(2013).
Second-language Speakers in Scandinavian Early Childhood Education.
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Grøver, Vibeke
(2013).
Young language-minority children's participation in preschool talk: long-term implications?
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Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua F.
(2013).
Second-language vocabulary trajectories from age five to ten: the role of preschool talk quality.
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Grøver, Vibeke; Rydland, Veslemøy & Lawrence, Joshua
(2013).
Who benefits from a rich language environment in preschool: a study of bilingual children.
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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.
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Rydland, Veslemøy & Grøver, Vibeke
(2013).
The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.