How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students

Shared book reading in preschool supports bilingual children’s second- language learning : a cluster-randomized trial

Abstract: 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 scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children’s second-language skills (effect sizes of d = .25–.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children’s ability to shift perspectives and understand others’ emotional states

The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood

Little research has explored how preschools can support children’s second-language (L2) vocabulary development. This study keenly followed the progress of twenty-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 maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children’s L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children’s vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children’s L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners’ vocabulary development

Minoritetsspråklige elevers skoleprestasjoner: Hva sier empirisk forskning?

I en kort litteraturgjennomgang fokuserer denne artikkelen på hvilke faktorer som ser ut til å ha betydning for minoritetsspråklige elevers skoleprestasjoner. Med utgangspunkt i norsk og internasjonal forskning vil tre temaer bli vektlagt; 1) hvordan sosioøkonomisk status og det å være minoritet i et nytt land er vevet inn i sammenhenger mellom elevenes språklige og kulturelle bakgrunn på den ene siden og skoleprestasjoner på den andre siden; 2) hva vi vet om betydningen av elevenes kunnskaper på første- og andrespråket for deres skoleprestasjoner; og 3) om graden av kontinuitet eller diskontinuitet i elevenes erfaringer i hjem og skole kan bidra til å forklare forskjeller i skoleprestasjoner. Til slutt diskuteres ulike opplæringsmodeller. Studiene strekker seg fra førskolealderen til videregående skole

Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway

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, due to variations in socioeconomic factors, ethnic/immigration background, and language socialization practices, DLLs display considerable variability in their first- and second-language proficiency (McCabe, Tamis-LeMonda, Bornstein, Cates, Golinkoff, Guerra, Hirsh-Pasek, Hoff, Kuchirko, Melzi, Mendelsohn, Páez & Song, 2013)

Argumentative peer discussions following individual reading increase comprehension

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 through peer discussion. This observational study examines the pre- and post-discussion comprehension of fifth graders, investigating whether particular features of peer discussions immediately following individual reading can support comprehension outcomes. The sample consisted of 102 fifth graders (many of whom were second-language learners) in 21 different multilinguistic classrooms in Norway. Altogether, 25 peer discussions were videotaped, transcribed, and coded according to eight categories of talk moves. The findings showed that the number of talk moves offering relevant arguments and counterarguments predicted significant variance in the students’ post-discussion comprehension scores (controlling for pre-discussion comprehension, prior topic knowledge, vocabulary, and word-decoding skills). These findings suggest that the argumentative qualities of the peer discussions were linked to improvements in the students’ comprehension outcomes

Bilingual Preschool Children’s Second-Language Vocabulary Development: The Role of First-language Vocabulary Skills and Second-language Talk Input

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 the amount and diversity of the L2 talk they were exposed to in interactions with teachers and peers. Data and analysis: Preschool L2 talk exposure was assessed by calculating the density of word tokens and word types in video-taped teacher-led group talk and in peer-play talk. The children’s vocabulary skills were assessed in L1 at age five and in L2 at ages four, five, six, seven and 10, using translated versions of the Peabody Picture Vocabulary Test-III. To obtain a more reliable estimate of the children’s L2 vocabulary skills we used data from all time points to fit a longitudinal growth model. Findings: Children with more developed L1 vocabulary skills who were exposed to teacher-led talk and peer-play talk with a high density of tokens had more developed L2 vocabulary skills at age five. This interaction effect remained after controlling for maternal education. Originality: Few previous studies, if any, have analyzed whether the interaction effects between L1 vocabulary skills and L2 exposure may impact L2 vocabulary skills; that is, whether children with more developed L1 vocabulary skills are more prepared to make use of the L2 environment. Implications: Interdependency among languages may be mediated by classroom talk quality. Rather than limiting the discussion of L1–L2 relations to issues of direct transfer, future research should include children’s experiences with using socio-pragmatic skills when interpreting word meaning

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

IntroductionFor 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.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings

Oslo Early Education Study

The Oslo Early Education Study (OEES) is a researcher–sector partnership that will develop, implement, and assess the effects of an intervention aimed at preparing multiethnic preschool centers to utilize their potential to support children’s language learning. For project overview, main objectives, intervention timeline, study samples, and data levels, see "Oslo Early Education Study_OSF.pdf" (this is the original version, first uploaded 01.06.22, but deleted by mistake and uploaded again 04.27.23 - no changes done to this document

Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers

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 study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed