Vibeke Grøver

462 total citations
22 papers, 213 citations indexed

About

Vibeke Grøver is a scholar working on Developmental and Educational Psychology, Linguistics and Language and Education. According to data from OpenAlex, Vibeke Grøver has authored 22 papers receiving a total of 213 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Developmental and Educational Psychology, 10 papers in Linguistics and Language and 10 papers in Education. Recurrent topics in Vibeke Grøver's work include Reading and Literacy Development (19 papers), Multilingual Education and Policy (10 papers) and Language Development and Disorders (10 papers). Vibeke Grøver is often cited by papers focused on Reading and Literacy Development (19 papers), Multilingual Education and Policy (10 papers) and Language Development and Disorders (10 papers). Vibeke Grøver collaborates with scholars based in Norway, United States and Sweden. Vibeke Grøver's co-authors include Veslemøy Rydland, Joshua F. Lawrence, Catherine E. Snow, Jan‐Eric Gustafsson, Natalia Kucirkova, Hilde Strømme, Leigh V. Evans, Elena Lieven, Paola Uccelli and Meredith L. Rowe and has published in prestigious journals such as Child Development, Reading Research Quarterly and Acta Psychologica.

In The Last Decade

Vibeke Grøver

20 papers receiving 204 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Vibeke Grøver Norway 9 155 95 71 29 25 22 213
Shaher Banu Vagh United States 9 227 1.5× 102 1.1× 58 0.8× 22 0.8× 14 0.6× 10 289
Stephanie Pagan Canada 4 228 1.5× 215 2.3× 38 0.5× 11 0.4× 25 1.0× 7 295
Jeannette Mancilla‐Martinez United States 10 206 1.3× 78 0.8× 75 1.1× 29 1.0× 14 0.6× 24 253
Sihui Ke United States 9 151 1.0× 61 0.6× 36 0.5× 68 2.3× 32 1.3× 23 218
Matthew J. Davis United States 6 285 1.8× 220 2.3× 14 0.2× 21 0.7× 25 1.0× 6 350
Gözde Akoğlu Türkiye 9 167 1.1× 208 2.2× 18 0.3× 13 0.4× 11 0.4× 33 255
Janet W. Bloodgood United States 8 335 2.2× 295 3.1× 27 0.4× 28 1.0× 25 1.0× 13 391
Pamela Brucker United States 6 304 2.0× 274 2.9× 19 0.3× 43 1.5× 28 1.1× 6 364
Maryann Manning United States 10 162 1.0× 199 2.1× 19 0.3× 24 0.8× 36 1.4× 44 268
Caroline Liberg Sweden 7 116 0.7× 141 1.5× 16 0.2× 32 1.1× 67 2.7× 57 224

Countries citing papers authored by Vibeke Grøver

Since Specialization
Citations

This map shows the geographic impact of Vibeke Grøver'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 Vibeke Grøver with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vibeke Grøver more than expected).

Fields of papers citing papers by Vibeke Grøver

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Vibeke Grøver. 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 Vibeke Grøver. The network helps show where Vibeke Grøver may publish in the future.

Co-authorship network of co-authors of Vibeke Grøver

This figure shows the co-authorship network connecting the top 25 collaborators of Vibeke Grøver. A scholar is included among the top collaborators of Vibeke Grøver 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 Vibeke Grøver. Vibeke Grøver 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
1.
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.
2.
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
3.
Rydland, Veslemøy, et al.. (2024). Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education. 9. 3 indexed citations
4.
5.
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
6.
Grøver, Vibeke, Catherine E. Snow, Leigh V. Evans, & Hilde Strømme. (2023). Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica. 239. 103997–103997. 12 indexed citations
7.
Kucirkova, Natalia & Vibeke Grøver. (2022). The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal. 52(1). 221–230. 5 indexed citations
8.
Lawrence, Joshua F., et al.. (2022). Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners. Journal of Research in Childhood Education. 37(1). 159–173. 8 indexed citations
9.
Kucirkova, Natalia & Vibeke Grøver. (2022). Correction to: The Importance of Embodiment and Agency in Parents’ Positive Attitudes Towards Shared Reading with Their Children. Early Childhood Education Journal. 52(1). 231–231. 2 indexed citations
10.
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
11.
Rydland, Veslemøy, et al.. (2022). Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool. Early Education and Development. 34(7). 1528–1544. 1 indexed citations
12.
Grøver, Vibeke, et al.. (2021). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: developments over time. International Journal of Early Years Education. 30(2). 322–338. 4 indexed citations
13.
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
14.
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
15.
Lervåg, Arne, et al.. (2019). Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners: A Randomized Trial. Reading Research Quarterly. 54(4). 531–552. 3 indexed citations
16.
Grøver, Vibeke, Paola Uccelli, Meredith L. Rowe, & Elena Lieven. (2019). Learning through Language. Cambridge University Press eBooks. 11 indexed citations
17.
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
18.
Grøver, Vibeke. (2017). Fostering vocabulary in early childhood education. 2 indexed citations
19.
Grøver, Vibeke. (2016). Commentary: Implementing Interventions: Building a Shared Understanding of Why. New Directions for Child and Adolescent Development. 2016(154). 109–112. 1 indexed citations
20.

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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