Vibeke Grøver
Biographic Data
| ID | 5972071 |
|---|---|
| NAME | Vibeke Grøver |
| GIVEN NAMES | Vibeke |
| FAMILY NAME | Grøver |
| SIGNATURE | GROVER V |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-6405-3601 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Bilingual parent–child dyads' language use and code-switching during shared reading
Introduction Shared reading offers an important context for supporting young children's language development. However, limited research has investigated shared reading interactions in bilingual parent-child dyads, particularly using naturalistic observations. Methods The present study explored language use and code-switching (i.e., the alternating use of languages) of bilingual preschool-aged children and their parents during shared reading of a …
Narrative development in norwegian preschoolers
The current study examined how language and socio-emotional skills, demographic factors and being a second language learner relate to children’s narrative production. Participants were 270 linguistically diverse Norwegian preschoolers aged 3–5 years. Language and socio-emotional skills were assessed at the start of the current study, whereas narrative production was assessed twice, at the start of the study and one year later using the standardiz…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Chinese mothers use idioms in shared book reading
Idioms play an important role in language; however, little research has examined idioms in children’s natural language settings. This study explored idioms usage in maternal talk during mother-child shared book reading and its relation to children’s vocabulary development. Thirty-three Chinese children in Norway (aged 3;0–5;5) and their mothers participated. We observed shared reading at the onset of the study and assessed children’s receptive an…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
What else will I do when I start school? Preschoolers’ wh -questions in dinnertime conversations and their language development
While it is established that parental wh-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children’s wh-questions in their language development. This study examines whether children’s wh-questions during a dinnertime conversation are associated with their receptive and expressive language skills. The sample consists of a unique group of bilingual children: 32 Chinese preschoo…
Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool
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 were 202 dual-language learners (age 3–5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order l…
Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
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 differentiat…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
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 hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Language use, home literacy environment, and demography
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 emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However…
Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning
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 in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scri…
Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners
In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean …
Bilingual preschool children’s second-language vocabulary development
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 acquiring L2 vocabulary in preschool contexts. Design: The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in…
Commentary
This commentary discusses how the articles that comprise this special issue conceptualize what is required for reading interventions to change instruction. Three challenges to successful implementation are addressed: identifying institutional barriers to change, identifying intervention components that are not commonly part of the teachers' repertoires and that will require attention and support, and building researcher-practitioner partnerships …
The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten
Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of mater…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
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 hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
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 differentiat…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners
In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean …
The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten
Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of mater…
Commentary
This commentary discusses how the articles that comprise this special issue conceptualize what is required for reading interventions to change instruction. Three challenges to successful implementation are addressed: identifying institutional barriers to change, identifying intervention components that are not commonly part of the teachers' repertoires and that will require attention and support, and building researcher-practitioner partnerships …
Bilingual preschool children’s second-language vocabulary development
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 acquiring L2 vocabulary in preschool contexts. Design: The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in…
Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners
In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean …
Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning
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 in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scri…
Language use, home literacy environment, and demography
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 emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
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 hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool
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 were 202 dual-language learners (age 3–5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order l…
Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
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 differentiat…
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
What else will I do when I start school? Preschoolers’ wh -questions in dinnertime conversations and their language development
While it is established that parental wh-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children’s wh-questions in their language development. This study examines whether children’s wh-questions during a dinnertime conversation are associated with their receptive and expressive language skills. The sample consists of a unique group of bilingual children: 32 Chinese preschoo…
Chinese mothers use idioms in shared book reading
Idioms play an important role in language; however, little research has examined idioms in children’s natural language settings. This study explored idioms usage in maternal talk during mother-child shared book reading and its relation to children’s vocabulary development. Thirty-three Chinese children in Norway (aged 3;0–5;5) and their mothers participated. We observed shared reading at the onset of the study and assessed children’s receptive an…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Bilingual parent–child dyads' language use and code-switching during shared reading
Introduction Shared reading offers an important context for supporting young children's language development. However, limited research has investigated shared reading interactions in bilingual parent-child dyads, particularly using naturalistic observations. Methods The present study explored language use and code-switching (i.e., the alternating use of languages) of bilingual preschool-aged children and their parents during shared reading of a …
Narrative development in norwegian preschoolers
The current study examined how language and socio-emotional skills, demographic factors and being a second language learner relate to children’s narrative production. Participants were 270 linguistically diverse Norwegian preschoolers aged 3–5 years. Language and socio-emotional skills were assessed at the start of the current study, whereas narrative production was assessed twice, at the start of the study and one year later using the standardiz…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Psychology (13 works) · Reading and Literacy Development (13 works) · Language Development and Disorders (11 works) · Developmental psychology (10 works) · Language development (10 works) · Linguistics (10 works) · Multilingual Education and Policy (10 works) · Mathematics education (9 works) · Pedagogy (8 works) · Vocabulary (8 works)