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Working Paper
Uccelli, P. & Boix Mansilla, V. (2020/2022). (Working Paper). Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University. uccelli_boixmansilla2020_pedagogies_of_voices.pdf
2023
Uccelli, P., & Rowe, M. L. (2023). Semantic development: Learning the meanings of words. In J. Berko-Gleason & N. B. Ratner (Ed.), The development of language (10th ed.) . Plural Publishing.
Meneses, A., Uccelli, P., & Valeri, L. (2023). Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk. Linguistics and Education , 73 (101145). Publisher's Version
Uccelli, P. (2023). The language demands of analytical reading and writing at school. Written Communication , 40 (2). Publisher's Version
Uccelli, P. (2023). Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education. Language Learning. Publisher's Version
Andreev, L., & Uccelli, P. (2023). The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade. Reading and Writing , 1-32. Publisher's VersionAbstract

Mid-adolescence has been identified as a period of considerable potential growth in the language skills and practices that support reading and writing at school, but little research has examined mid-adolescents’ use of connectives in school-relevant persuasive writing. In this study, we define connectives as cohesive devices that signal to a reader logical relations between ideas or organizational relations in a text. Drawing from Halliday and Matthiesen (Halliday’s introduction to functional grammar, Routledge, 2014) and Hyland (Metadiscourse: exploring interaction in writing, Continuum, 2005), we propose a comprehensive taxonomy of connectives that guided our examination of developmental trends and individual differences in the use of connectives in persuasive essays written by a socioeconomically and ethnically diverse cross-sectional sample of U.S. public-school mid-adolescents in grades 5 to 8 (N = 512). Our analysis revealed (1) developmental trends and individual differences at different grade levels and (2) identified students’ connective use as a predictor of overall writing quality above and beyond students’ receptive language skills and sociodemographic factors.

2022
Deng, Z., Uccelli, P., & Snow, C. E. (2022). Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students. Assessing Writing , 53 (4), 100649. Publisher's Version
2021
Qin, W., & Uccelli, P. (2021). Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science. Reading and Writing: An Interdisciplinary Journal , 34, 2505–2528. Publisher's Version
Meneses, A., Hugo, E., & Uccelli, P. (2021). Lenguajes para el Aprendizaje. Pensamiento Educativo de Investigación Latinoamericana , 58 (2). Publisher's Version
2020
Galloway, E. P., McClain, J., & Uccelli, P. (2020). Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding. Reading Research Quarterly , 55 (1), 331-345. Publisher's Version
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.
August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. (2020). English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics. Reading Research Quarterly. Publisher's Version
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.
Uccelli, P., & Phillips Galloway, E. (2020). The Language for School Literacy: Widening the lens on language and reading relations during adolescence. In P. Afflerbach, P. Enciso, E. B. Moje, & N. K. Lesaux (Ed.), Handbook of Reading Research (Vol. 5, pp. 155-179) . Routledge.
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.

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