Publications

In Press
August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. (In Press). English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics. Reading Research Quarterly.
Uccelli, P., & Phillips Galloway, E. (In Press). The Language for School Literacy: Widening the lens on language and reading relations during adolescence. P. Afflerbach, P. Enciso, E. B. Moje, & N. K. Lesaux (Ed.), Handbook of Reading Research , 5.
2020
Barrera-Osorio, F., de Barros, A., Dryden-Peterson, S., Mulimbi, B., & Uccelli, P. (2020). Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia. Comparative Education Review , Advanced view.
Meneses, A., Uccelli, P., & Ruiz, M. (2020). El lenguaje académico como catalizador de la equidad en la educación escolar. N. Á. Reyes (Ed.), . Contribuciones, multilingües a la investigación en escritura: hacia un intercambio académico igualitario. International Exchanges on the Study of Writing. Fort Collins: The WAC clearinghouse.
Galloway, E., Uccelli, P., Aguilar, G., & Barr, C. (2020). Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners. AERA Open , 6 233285841989257.
MacFarlane, M., Barr, C., & Uccelli, P. (2020). Core Academic Language Skills: validating a construct in linguistically dissimilar settings. The Language Learning Journal , 1-15.
Aguilar, G., Uccelli, P., & Galloway, E. (2020). Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension. TESOL Quarterly.
Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing , 45, 100465.
2019
Uccelli, P. (2019). Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program. In V. Grøver, P. Uccelli, M. Rowe, & E. E. Lieven (Ed.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 95–109) . Cambridge University Press.
Grøver, V., Uccelli, P., Rowe, M., & Lieven, E. (2019). Learning through Language: Towards an Educationally Informed Theory of Language Learning . Cambridge University Press.
Barr, C., Uccelli, P., & Galloway, E. (2019). Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument. Language Learning , 69.
Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing , 33.
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics , 139, 22-39.
Jones, S., LaRusso, M., Kim, J., Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., et al. (2019). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools. Journal of Research on Educational Effectiveness , 1-36.
Uccelli, P., Deng, Z., Galloway, E., & Qin, W. (2019). The Role of Language Skills in Mid-Adolescents’ Science Summaries. Journal of Literacy Research , 51, 1086296X1986020.
Uccelli, P., Galloway, E., Aguilar, G., & Allen, M. (2019). Amplifying and Affirming students’ voices through CALS-informed instruction. Theory Into Practice , 59.
2018
Uccelli, P., & Phillips Galloway, E. (2018). What educators need to know about academic language: Insights from recent research. In C. Temple Adger, C. E. Snow, & D. Christian (Ed.), What Teachers Need to Know About Language, (2nd ed. pp. 62-74) . Bristol, UK: Multilingual Matters.
Uccelli, P., & Aguilar, G. (2018). Spanish and English skills and practices that support bilingual students’ literacy achievement: Lessons from innovative assessments and participants’ voices. In D. L. Baker, C. Richards-Tutor, & D. L. Basaraba (Ed.), Second Language Acquisition: Methods, Perspectives and Challenges (pp. 63-94) . Nova Science Publishers.
Uccelli, P., Demir-Lira, E., Rowe, M., Levine, S., & Goldin-Meadow, S. (2018). Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development , 90.

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