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.
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:
Rydland, Veslemøy & Kucherenko, Svitlana (2013). “Commuting”: How Linguistic Diversity Is Made Relevant in Young Bilingual Girls’ Identity Negotiations. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (red.) New Voices in Norwegian Educational Research. Brill | Sense. ISBN 978-94-6209-462-8.
Formidling
Kucherenko, Svitlana, Rydland, Veslemøy & Grøver, Vibeke (2019). Book sharing with young dual language learners in preschool.
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.
