Publications

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Rydland, Veslemøy. 2019. Argumentative peer discussions following individual reading increase comprehension. Language & Education 33 (4) : 379–394.

Rydland, Veslemøy. 2013. Living in neighborhoods with high or low co-ethnic concentration: Turkish–Norwegian-speaking students' vocabulary skills and reading comprehension. International Journal of Bilingual Education and Bilingualism 16 (6) : 657–674.

Rydland, Veslemøy. 2009. ‘Does it matter?’ Talking about ethnic diversity in preschool and first grade classrooms. Journal of Pragmatics 41 (8) : 1538–1556.