Språklæring og tekstforståelse i barnehagen (avsluttet)

Den språklige kompetanse barn utvikler i førskolealderen har betydning for senere kunnskapstilegnelse og leseforståelse. Prosjektet skal bidra med økt kunnskap om språklige ferdigheter i barnehagealderen som legger grunnlaget for tekstforståelse. Det skal også bidra med kunnskap om hvordan barnehagelærere best understøtter utviklingen av slike ferdigheter.

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Om prosjektet

Prosjektet skal gjennom en intervensjonsstudie kaste lys over hvordan barnehagen kan støtte utvikling av ferdigheter som fremmer tekstforståelse hos barn som lærer norsk i barnehagen.

Mål

Prosjektet har to hovedmål:

Å identifisere både umiddelbare virkninger og langtidsvirkninger av en intervensjon rettet mot å fremme utviklingen av ferdigheter som er antatt å være sentrale for barns senere tekstforståelse. Gjennom samtaler over tekst er intervensjonen rettet mot å utvikle muntlige språkferdigheter hos barn som lærer norsk som andrespråk i barnehagen.
Å utforske utviklingen av disse ferdighetene i 3-5 års alderen og deres relative rolle i utviklingen av tekstforståelse.

Prosjektet har også flere anvendte mål:

Å bidra med kunnskap relevant for barnehagelæreres profesjonsutvikling.
Å formidle prosjektets kunnskapsgrunnlag til forskersamfunnet så vel som brukere av kunnskapen.

Prosjektledelsen

Professor Vibeke Grøver, Institutt for pedagogikk, Universitetet i Oslo
Dr. Veslemøy Rydland, Institutt for pedagogikk, Universitetet i Oslo

Referansegruppe

Lill-Kristin Mørch
Marianne Lindvær
Sigrunn Skretting
Carina Heiman
Merete Andersen
Eirill Mathisen

Prosjektets samarbeidspartnere

Professor Catherine Snow, Harvard University
Professor Paul Leseman, Utrecht University
Professor Francisco Pons, Psykologisk institutt, Universitetet i Oslo

Øvrig samarbeid

Deichmanske bibliotek, Oslo
En rekke barnehager i Osloregionen
Fakultet for humaniora og utdanningsvitenskap, Høgskolen i Vestfold

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 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.
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.
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
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
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.
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
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 (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.
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). 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.

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 (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.

Se alle arbeider i Cristin

Grøver, Vibeke (2019). Supporting dual language learning through collaboration between parents and teachers in early childhood education.
Kucherenko, Svitlana; Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
Rasmussen, Ingvill; Smørdal, Ole; Amundrud, Anja Skrepstad; Frøytlog, Jo Inge Johansen; Omland, Maren & Dolonen, Jan Arild [Vis alle 7 forfattere av denne artikkelen] (2019). Dialogisk undervisning med digitale verktøy. Ressurser for lærere.
Grøver, Vibeke (2018). Minoritetsspråklige barn i barnehagen - i et nordisk perspektiv.
Grøver, Vibeke (2018). Hvilke samtaleerfaringer i barnehagen understøtter andrespråklæring og hvorfor er slike erfaringer viktige i et langsiktig språklæringsperspektiv?
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 & Rydland, Veslemøy (2017). Book-based interventions support young emergent bilinguals' narrative skills.
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 & Rydland, Veslemøy (2016). Text-talk in preschool supports young emergent bilinguals' vocabulary learning.
Grøver, Vibeke (2016). Språklæring og tekstforståelse i barnehagen.
Grøver, Vibeke & Rydland, Veslemøy (2016). Språklæring og tekstforståelse i barnehagen - de første resultatene.
Grøver, Vibeke (2016). Language learning and text comprehension in language minority children - the Oslo study.
Grøver, Vibeke (2016). Språklæring og tekstforståelse - hva kan barnehagen gjøre for å støtte tospråklige barns språklige læring?
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 (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.
Grøver, Vibeke (2015). Språklæring og tekstforståelse i barnehagen - en studie av tospråklige barn.
Grøver, Vibeke; Rydland, Veslemøy; Cekaite, Asta & Aronsson, Karin (2014). Interlocutor awareness in young second-language learners' peer talk.
Grøver, Vibeke (2014). Bilingual children's second-language vocabulary learning in preschool: the impact of teacher and peer talk.
Grøver, Vibeke & Rydland, Veslemøy (2014). Young language minority children's language learning and textcomprehension.
Grøver, Vibeke (2014). Randomiserte, kontrollerte intervensjonsstudier.
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?
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.
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 (2013). The long-term impact of preschool dialogues for Turkish immigrant children‘s Norwegian vocabulary.