Veslemøy Rydland

576 total citations
32 papers, 335 citations indexed

About

Veslemøy Rydland is a scholar working on Developmental and Educational Psychology, Education and Linguistics and Language. According to data from OpenAlex, Veslemøy Rydland has authored 32 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Developmental and Educational Psychology, 17 papers in Education and 14 papers in Linguistics and Language. Recurrent topics in Veslemøy Rydland's work include Reading and Literacy Development (15 papers), Multilingual Education and Policy (14 papers) and Language Development and Disorders (10 papers). Veslemøy Rydland is often cited by papers focused on Reading and Literacy Development (15 papers), Multilingual Education and Policy (14 papers) and Language Development and Disorders (10 papers). Veslemøy Rydland collaborates with scholars based in Norway, United States and Sweden. Veslemøy Rydland's co-authors include Vibeke Grøver Aukrust, Vibeke Grøver, Joshua F. Lawrence, Catherine E. Snow, Jan‐Eric Gustafsson, Esther Geva, Solveig‐Alma Halaas Lyster, Shiri Einav, Ratib Lekhal and Imac Maria Zambrana and has published in prestigious journals such as Child Development, Frontiers in Psychology and Language Learning.

In The Last Decade

Veslemøy Rydland

27 papers receiving 310 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Veslemøy Rydland Norway 11 232 137 106 67 44 32 335
Elsa Cárdenas-Hagan United States 9 478 2.1× 290 2.1× 107 1.0× 66 1.0× 53 1.2× 12 557
Cristina Gillanders United States 10 343 1.5× 321 2.3× 170 1.6× 63 0.9× 40 0.9× 22 513
Elaine Mo United States 9 194 0.8× 126 0.9× 48 0.5× 67 1.0× 83 1.9× 9 349
Lori A. Helman United States 10 228 1.0× 210 1.5× 51 0.5× 64 1.0× 82 1.9× 28 373
Virginia González United States 9 88 0.4× 117 0.9× 43 0.4× 50 0.7× 37 0.8× 35 217
Brandy Gatlin United States 7 299 1.3× 267 1.9× 30 0.3× 63 0.9× 31 0.7× 11 375
Rachel A. Valentino United States 7 107 0.5× 223 1.6× 88 0.8× 24 0.4× 54 1.2× 11 335
Sultan Türkan United States 9 100 0.4× 191 1.4× 100 0.9× 110 1.6× 133 3.0× 31 344
Annie M. Moses United States 11 160 0.7× 145 1.1× 36 0.3× 61 0.9× 42 1.0× 31 289
Bess Altwerger United States 11 215 0.9× 219 1.6× 62 0.6× 71 1.1× 78 1.8× 15 373

Countries citing papers authored by Veslemøy Rydland

Since Specialization
Citations

This map shows the geographic impact of Veslemøy Rydland's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Veslemøy Rydland with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Veslemøy Rydland more than expected).

Fields of papers citing papers by Veslemøy Rydland

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Veslemøy Rydland. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Veslemøy Rydland. The network helps show where Veslemøy Rydland may publish in the future.

Co-authorship network of co-authors of Veslemøy Rydland

This figure shows the co-authorship network connecting the top 25 collaborators of Veslemøy Rydland. A scholar is included among the top collaborators of Veslemøy Rydland based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Veslemøy Rydland. Veslemøy Rydland is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
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Grøver, Vibeke, et al.. (2024). Home literacy environment, language use, and proficiency: Bilingual profiles in young learners. Journal of Applied Developmental Psychology. 96. 101728–101728.
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Rydland, Veslemøy, et al.. (2024). Dual-language Learners’ Questions and Teacher Responses in Shared Reading in Preschool. Early Childhood Education Journal. 53(3). 727–739. 2 indexed citations
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Rydland, Veslemøy, et al.. (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education. 9. 3 indexed citations
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Rydland, Veslemøy, et al.. (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research. 22(1). 106–121. 2 indexed citations
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Rydland, Veslemøy & Vibeke Grøver. (2023). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development. Journal of Early Childhood Research. 22(2). 166–179. 6 indexed citations
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Rydland, Veslemøy, et al.. (2022). Teacher–Child Interactions During Toy Play and Book Sharing. Early Education and Development. 35(2). 234–249. 4 indexed citations
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Rydland, Veslemøy, et al.. (2022). First and second language sentence repetition: a screening measure for dual language learners?. Language and Education. 36(4). 312–328. 3 indexed citations
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Grøver, Vibeke, Veslemøy Rydland, Jan‐Eric Gustafsson, & Catherine E. Snow. (2022). Do teacher talk features mediate the effects of shared reading on preschool children's second-language development?. Early Childhood Research Quarterly. 61. 118–131. 13 indexed citations
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Grøver, Vibeke, Veslemøy Rydland, Jan‐Eric Gustafsson, & Catherine E. Snow. (2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning: A Cluster-Randomized Trial. Child Development. 91(6). 2192–2210. 40 indexed citations
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Rydland, Veslemøy & Vibeke Grøver. (2020). Language use, home literacy environment, and demography: Predicting vocabulary skills among diverse young dual language learners in Norway. Journal of Child Language. 48(4). 717–736. 18 indexed citations
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Einav, Shiri, Veslemøy Rydland, Vibeke Grøver, Elizabeth J. Robinson, & Paul L. Harris. (2018). Children's trust in print: What is the impact of late exposure to reading instruction?. Infant and Child Development. 27(6). 9 indexed citations
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Aukrust, Vibeke Grøver & Veslemøy Rydland. (2011). Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of Applied Developmental Psychology. 32(4). 198–207. 22 indexed citations
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Rydland, Veslemøy & Vibeke Grøver Aukrust. (2008). Identity revealed through talk among young language-minority children in Norwegian classrooms. International Journal of Educational Research. 47(5). 301–311. 4 indexed citations
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Rydland, Veslemøy. (2007). Minoritetsspråklige elevers skoleprestasjoner: Hva sier empirisk forskning?. Acta Didactica Norge. 1(1). 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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