@article {1439541, title = {Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University.}, year = {Working Paper}, author = {Uccelli, P. \& Boix Mansilla, V.(2020/2022)} } @inbook {1497001, title = {Semantic development: Learning the meanings of words}, booktitle = {The development of language}, year = {2023}, publisher = {Plural Publishing}, organization = {Plural Publishing}, edition = {10}, author = {Paola Uccelli and Meredith L. Rowe}, editor = {J. Berko-Gleason and N. Bernstein Ratner} } @article {1494791, title = {Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk}, journal = {Linguistics and Education}, volume = {73}, year = {2023}, url = {https://doi.org/10.1016/j.linged.2022.101145}, author = {Alejandra Meneses and Paola Uccelli and L Valeri} } @article {1494781, title = {The language demands of analytical reading and writing at school}, journal = {Written Communication}, volume = {40}, year = {2023}, url = {https://doi.org/10.1177/07410883221148727}, author = {Paola Uccelli} } @article {1494771, title = {Midadolescents{\textquoteright} Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education}, journal = {Language Learning}, year = {2023}, url = {https://doi.org/10.1111/lang.12558}, author = {Paola Uccelli} } @article {1494731, title = {The secret life of connectives: a taxonomy to study individual differences in mid-adolescents{\textquoteright} use of connectives in writing to persuade}, journal = {Reading and Writing}, year = {2023}, pages = {1-32}, abstract = {

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{\textquoteright} 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{\textquoteright}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{\textquoteright} connective use as a predictor of overall writing quality above and beyond students{\textquoteright} receptive language skills and sociodemographic factors.

}, url = {https://link.springer.com/article/10.1007/s11145-023-10425-3}, author = {Linda Andreev and Paola Uccelli} } @article {1497086, title = {Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students}, journal = {Assessing Writing}, volume = {53}, year = {2022}, pages = {100649}, url = {https://doi.org/10.1016/j.asw.2022.100649}, author = {Ziyun Deng and Paola Uccelli and Catherine E. Snow} } @article {1497101, title = {Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science}, journal = {Reading and Writing: An Interdisciplinary Journal}, volume = {34}, year = {2021}, pages = {2505{\textendash}2528}, url = {https://link.springer.com/article/10.1007/s11145-021-10155-4}, author = {Qin, Wenjuan and Paola Uccelli} } @article {1497096, title = {Lenguajes para el Aprendizaje}, journal = {Pensamiento Educativo de Investigaci{\'o}n Latinoamericana}, volume = {58}, year = {2021}, note = {

Related YouTube Video |\ X Seminario Internacional revista PEL "Lenguajes para el aprendizaje":\ https://www.youtube.com/watch?v=k2QQSKiBBDo\&t=5282s

}, url = {https://doi.org/10.7764/PEL.58.2.2021.1}, author = {A. Meneses and E. Hugo and Paola Uccelli} } @article {1497111, title = {Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding}, journal = {Reading Research Quarterly}, volume = {55}, year = {2020}, pages = {331-345}, url = {https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.359}, author = {Galloway, Emily Phillips and J. McClain and Paola Uccelli} } @article {1362106, title = {Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia}, journal = {Comparative Education Review}, volume = {Advanced view}, year = {2020}, author = {Barrera-Osorio, F. and de Barros , A. and Dryden-Peterson, S. and Mulimbi, B. and Uccelli, P.} } @article {1362105, title = {English Learners{\textquoteright} acquisition of academic vocabulary: Instruction Matters, but so do word characteristics}, journal = {Reading Research Quarterly}, year = {2020}, url = {https://doi.org/10.1002/rrq.323}, author = {August, D and Uccelli, P. and Artzi, L. and Barr, C. and Francis, D.} } @report {1361968, title = {El lenguaje acad{\'e}mico como catalizador de la equidad en la educaci{\'o}n escolar.}, year = {2020}, institution = {Fort Collins: The WAC clearinghouse}, address = {Contribuciones, multiling{\"u}es a la investigaci{\'o}n en escritura: hacia un intercambio acad{\'e}mico igualitario. International Exchanges on the Study of Writing.}, author = {Meneses, A. and Uccelli, Paola and Ruiz, M.}, editor = {N. {\'A}vila Reyes} } @inbook {1361967, title = {The Language for School Literacy: Widening the lens on language and reading relations during adolescence}, booktitle = {Handbook of Reading Research}, volume = {5}, year = {2020}, pages = {155-179}, publisher = {Routledge}, organization = {Routledge}, author = {Uccelli, P. and Phillips Galloway, E.}, editor = {Afflerbach, P. and Enciso, P. and E. B. Moje and N. K. Lesaux} } @article {article, title = {Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners}, journal = {AERA Open}, volume = {6}, year = {2020}, month = {01}, pages = {233285841989257}, doi = {10.1177/2332858419892575}, author = {Galloway, Emily and Uccelli, Paola and Aguilar, Gladys and Barr, Christopher} } @article {article, title = {Core Academic Language Skills: validating a construct in linguistically dissimilar settings}, journal = {The Language Learning Journal}, year = {2020}, month = {01}, pages = {1-15}, doi = {10.1080/09571736.2019.1705880}, author = {MacFarlane, Marco and Barr, Christopher and Uccelli, Paola} } @article {article, title = {Toward Biliteracy: Unpacking the Contribution of Mid-adolescent Dual Language Learners{\textquoteright} Spanish and English Academic Language Skills to English Reading Comprehension}, journal = {TESOL Quarterly}, year = {2020}, month = {03}, doi = {10.1002/tesq.570}, author = {Aguilar, Gladys and Uccelli, Paola and Galloway, Emily} } @article {article, title = {Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts}, journal = {Assessing Writing}, volume = {45}, year = {2020}, month = {07}, pages = {100465}, doi = {10.1016/j.asw.2020.100465}, author = {Qin, Wenjuan and Uccelli, Paola} } @inbook {uccelli_2019, title = {Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program}, booktitle = {Learning through Language: Towards an Educationally Informed Theory of Language Learning}, year = {2019}, pages = {95{\textendash}109}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, doi = {10.1017/9781316718537.010}, author = {Uccelli, Paola}, editor = {Gr{\o}ver, Vibeke and Uccelli, Paola and Rowe, Meredith and Lieven, ElenaEditors} } @book {gr{\o}ver_uccelli_rowe_lieven_2019, title = {Learning through Language: Towards an Educationally Informed Theory of Language Learning}, year = {2019}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, doi = {10.1017/9781316718537}, author = {Gr{\o}ver, V and Uccelli, P. and Rowe, M. and Lieven, E.} } @article {article, title = {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}, journal = {Language Learning}, volume = {69}, year = {2019}, month = {06}, doi = {10.1111/lang.12365}, author = {Barr, Christopher and Uccelli, Paola and Galloway, Emily} } @article {article, title = {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}, journal = {Reading and Writing}, volume = {33}, year = {2019}, month = {04}, doi = {10.1007/s11145-019-09942-x}, author = {Galloway, Emily and Qin, Wenjuan and Uccelli, Paola and Barr, Christopher} } @article {article, title = {Metadiscourse: Variation across communicative contexts}, journal = {Journal of Pragmatics}, volume = {139}, year = {2019}, month = {01}, pages = {22-39}, doi = {10.1016/j.pragma.2018.10.004}, author = {Qin, Wenjuan and Uccelli, Paola} } @article {article, title = {Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools}, journal = {Journal of Research on Educational Effectiveness}, year = {2019}, month = {08}, pages = {1-36}, doi = {10.1080/19345747.2019.1615155}, author = {Jones, Stephanie and LaRusso, Maria and Kim, James and Kim, Ha Yeon and Selman, Robert and Uccelli, Paola and Barnes, Sophie and Donovan, M. and Snow, Catherine} } @article {article, title = {The Role of Language Skills in Mid-Adolescents{\textquoteright} Science Summaries}, journal = {Journal of Literacy Research}, volume = {51}, year = {2019}, month = {07}, pages = {1086296X1986020}, doi = {10.1177/1086296X19860206}, author = {Uccelli, Paola and Deng, Ziyun and Galloway, Emily and Qin, Wenjuan} } @article {article, title = {Amplifying and Affirming students{\textquoteright} voices through CALS-informed instruction}, journal = {Theory Into Practice}, volume = {59}, year = {2019}, month = {10}, doi = {10.1080/00405841.2019.1665413}, author = {Uccelli, Paola and Galloway, Emily and Aguilar, Gladys and Allen, Melanie} } @inbook {1361975, title = {What educators need to know about academic language: Insights from recent research}, booktitle = {What Teachers Need to Know About Language, }, year = {2018}, pages = {62-74}, publisher = {Bristol, UK: Multilingual Matters}, organization = {Bristol, UK: Multilingual Matters}, edition = {2nd}, author = {Uccelli, P. and Phillips Galloway, E}, editor = {Temple Adger, C. and Snow, C. E. and Christian, D.} } @inbook {1361974, title = {Spanish and English skills and practices that support bilingual students{\textquoteright} literacy achievement: Lessons from innovative assessments and participants{\textquoteright} voices.}, booktitle = {Second Language Acquisition: Methods, Perspectives and Challenges}, year = {2018}, pages = {63-94}, publisher = {Nova Science Publishers}, organization = {Nova Science Publishers}, author = {Uccelli, P. and Aguilar, G.}, editor = {D. L. Baker and C. Richards-Tutor and D. Lee Basaraba} } @article {article, title = {Children{\textquoteright}s Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence}, journal = {Child Development}, volume = {90}, year = {2018}, month = {01}, doi = {10.1111/cdev.13034}, author = {Uccelli, Paola and Demir-Lira, Ece and Rowe, Meredith and Levine, Susan and Goldin-Meadow, Susan} } @article {article, title = {Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents{\textquoteright} written summaries}, journal = {Reading and Writing}, volume = {32}, year = {2018}, month = {07}, doi = {10.1007/s11145-018-9880-3}, author = {Galloway, Emily and Uccelli, Paola} } @article {article, title = {Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers}, journal = {Journal of Educational Psychology}, volume = {111}, year = {2018}, month = {07}, doi = {10.1037/edu0000276}, author = {Galloway, Emily and Uccelli, Paola} } @article {article, title = {Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents}, journal = {Reading Research Quarterly}, year = {2017}, month = {06}, doi = {10.1002/rrq.192}, author = {Meneses, Alejandra and Uccelli, Paola and Santelices, Ver{\'o}nica and Ruiz Z{\'u}{\~n}iga, Marcela and Acevedo, Daniela and Figueroa, Javiera} } @inbook {1361978, title = {Semantic development: Learning the Meanings of Words}, booktitle = {The development of language}, year = {2016}, publisher = {Boston, MA: Allyn and Bacon/Merrill}, organization = {Boston, MA: Allyn and Bacon/Merrill}, author = {Uccelli, P. and Rowe, M.L.}, editor = {J. Berko-Gleason and N. Bernstein Ratner} } @report {1361977, title = {Academic languages and bilingualismInformes del Observatorio / Observatorio Reports}, year = {2016}, issn = {022-06/2016EN ISSN: 2373-874X (online). doi: 10.15427/OR022-06/2016EN}, author = {Uccelli, P. and Phillips Galloway, E. and Allen, M.} } @article {article, title = {Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students{\textquoteright} Reflections About Language}, journal = {Journal of Adolescent \& Adult Literacy}, volume = {60}, year = {2016}, month = {05}, doi = {10.1002/jaal.553}, author = {Uccelli, Paola and Galloway, Emily} } @article {article, title = {Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension}, journal = {Journal of Research on Educational Effectiveness}, volume = {9}, year = {2016}, month = {01}, pages = {00-00}, doi = {10.1080/19345747.2015.1116035}, author = {LaRusso, Maria and Kim, Ha Yeon and Selman, Robert and Uccelli, Paola and Dawson, Theo and Jones, Stephanie and Donovan, M. and Snow, Catherine} } @article {article, title = {Same language, different functions: A cross-genre analysis of Chinese EFL learners{\textquoteright} writing performance}, journal = {Journal of Second Language Writing}, volume = {33}, year = {2016}, month = {09}, pages = {3-17}, doi = {10.1016/j.jslw.2016.06.001}, author = {Qin, Wenjuan and Uccelli, Paola} } @article {1361184, title = {Lenguaje acad{\'e}mico: construcci{\'o}n y validaci{\'o}n de un instrumento para medir habilidades de lenguaje acad{\'e}mico en estudiantes de primaria }, journal = {Invited paper in Special Edited Volume, M. Brisk \& P. Proctor, Mir{\'\i}ada Hisp{\'a}nica}, year = {2015}, pages = {177-202}, author = {Uccelli, Paola and Meneses, Alejandra} } @article {doi:10.1002/rrq.104, title = {Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With~Reading Comprehension}, journal = {Reading Research Quarterly}, volume = {50}, year = {2015}, pages = {337-356}, abstract = {Abstract Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utility language skills hypothesized to support reading comprehension across school content areas. Using the Core Academic Language Skills Instrument (CALS-I), a theoretically grounded and psychometrically robust innovative tool, we first examined the variability in students{\textquoteright} CALS by grade, English-proficiency designation, and socioeconomic status (SES). Then, we examined the contribution of CALS to reading comprehension using academic vocabulary knowledge, word reading fluency, and sociodemographic factors as covariates. A linguistically and socioeconomically diverse cross-sectional sample of 218 students (grades 4{\textendash}6) participated in four assessments: the CALS-I, a standardized reading comprehension assessment (Gates{\textendash}MacGinitie Reading Test), an academic vocabulary test (Vocabulary Association Test), and a word reading fluency test (Test of Silent Word Reading Fluency). General linear model analysis of variance revealed that CALS differed significantly by grade, English-proficiency designation, and SES, with students in higher grades, English-proficient students, and those from higher SES backgrounds displaying higher scores, on average. Hierarchical multiple regression analyses identified CALS as an independent predictor of reading comprehension, even after controlling for academic vocabulary knowledge, word reading fluency, and sociodemographic factors. By specifying a set of language skills associated with reading comprehension, this study advances our understanding of school-relevant language skills, making them more visible for researchers and educators.}, keywords = {Assessment, Comprehension, Developmental, Early adolescence, English as a second language, English for speakers of other languages, English language learners, English learners, Fluency, Language development, Language learners, Oral language, Psycholinguistic, Theoretical perspectives, Vocabulary}, doi = {10.1002/rrq.104}, url = {https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.104}, author = {Uccelli, Paola and Galloway, Emily Phillips and Barr, Christopher D. and Meneses, Alejandra and Christina L. Dobbs} } @article {article, title = {Fifth-Grade Students{\textquoteright} Digital Retellings and the Common Core}, journal = {The Elementary School Journal}, volume = {115}, year = {2015}, month = {05}, pages = {000-000}, doi = {10.1086/681969}, author = {Dalton, Bridget and Robinson, Kristin and Lovvorn, Jason and Smith, Blaine and Alvey, Tara and Mo, Elaine and Uccelli, Paola and Proctor, C.} } @article {article, title = {Adolescents{\textquoteright} metalinguistic reflections on the academic register in speech and writing}, journal = {Linguistics and Education}, volume = {31}, year = {2015}, month = {01}, doi = {10.1016/j.linged.2014.10.006}, author = {Galloway, Emily and Stude, Juliane and Uccelli, Paola} } @article {article, title = {Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing}, journal = {Reading and Writing}, volume = {28}, year = {2015}, month = {06}, doi = {10.1007/s11145-015-9550-7}, author = {Galloway, Emily and Uccelli, Paola} } @inbook {1361979, title = {Aprendiendo a narrar en espa{\~n}ol: interrelaciones entre destrezas gramaticales y discursivas en la expresi{\'o}n de la temporalidad entre los 2 y los 3 a{\~n}os. }, booktitle = {Las narrativas y su impacto en el desarrollo ling{\"u}{\'\i}stico infantil }, year = {2014}, pages = {79-110}, publisher = {M{\'e}xico, DF: El Colegio de M{\'e}xico (Estudios de Ling{\"u}{\'\i}stica). ISBN 978 607 462 736 7}, organization = {M{\'e}xico, DF: El Colegio de M{\'e}xico (Estudios de Ling{\"u}{\'\i}stica). ISBN 978 607 462 736 7}, author = {Uccelli, P.}, editor = {R. Barriga Villanueva} } @article {article, title = {Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners}, journal = {Applied Psycholinguistics}, volume = {in press}, year = {2014}, month = {01}, author = {Uccelli, Paola and Barr, Christopher and Dobbs, Christina and Galloway, Emily and Meneses, Alejandra and Sanchez, Emilio} } @inbook {1361981, title = {Semantic development}, booktitle = {The development of language}, year = {2013}, publisher = {Boston, MA: Allyn and Bacon/Merrill. }, organization = {Boston, MA: Allyn and Bacon/Merrill. }, author = {Uccelli, P. and Pan, B. A}, editor = {J. Berko-Gleason and N. Bernstein Ratner} } @article {doi:10.1177/0741088312469013, title = {Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students}, journal = {Written Communication}, volume = {30}, year = {2013}, pages = {36-62}, abstract = {Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents{\textquoteright} writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high school students attending a linguistically and ethnically diverse inner-city school in the Northeastern United States. Essays were scored for writing quality by a group of teachers, transcribed and analyzed to generate automated lexical and grammatical measures, and coded for discourse-level elements by researchers who were blind to essays{\textquoteright} writing quality scores. Regression analyses revealed that beyond the contribution of length and lexico-grammatical intricacy, the frequency of organizational markers and one particular type of epistemic stance marker (i.e., epistemic hedges) significantly predicted persuasive essays{\textquoteright} writing quality. Findings shed light on discourse elements relevant for the design of pedagogically informative assessment tools.}, doi = {10.1177/0741088312469013}, url = {https://doi.org/10.1177/0741088312469013}, author = {Uccelli, Paola and Christina L. Dobbs and Jessica Scott} } @inbook {1361984, title = {How can we best teach new languages? Considering core principles in language B instruction.}, booktitle = {Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding}, year = {2012}, publisher = {Cardiff: International Baccalaureate}, organization = {Cardiff: International Baccalaureate}, author = {Uccelli, P., and Boix Mansilla, V. and Parra M. L.}, editor = {Boix Mansilla, V.} } @inbook {1361983, title = {Teaching language A with deep understanding in mind}, booktitle = {Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding}, year = {2012}, publisher = {Cardiff: International Baccalaureate}, organization = {Cardiff: International Baccalaureate}, author = {Uccelli, P.}, editor = {Boix Mansilla, V.} } @report {1361982, title = {Supporting deep reading comprehension of academic texts through text dependent questions: A Guide for practitioners.}, year = {2012}, institution = {Department of Education. New York: NYC-DOE}, address = {Report to the New York City}, author = {Uccelli, P. and Phillips Galloway, E.} } @article {article, title = {Efecto de una plataforma virtual en comprensi{\'o}n de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primaria}, journal = {Revista de Psicolog{\'\i}a (PUCP)}, volume = {31}, year = {2012}, month = {12}, pages = {3-35}, author = {Thorne, Cecilia and Morla, Kim and Uccelli, Paola and Nakano, Teresa and Mauchi, Beatriz and Landeo, Lorena and Vasquez, Angie and Huerta, Rom{\'a}n} } @article {article, title = {Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students}, journal = {Journal of Literacy Research - J LIT RES}, volume = {43}, year = {2011}, month = {03}, pages = {68-100}, doi = {10.1177/1086296X10397872}, author = {Dalton, Bridget and Proctor, C. and Uccelli, Paola and Mo, Elaine and Snow, Catherine} } @article {doi:10.1080/10573560903123502, title = {Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children}, journal = {Reading \& Writing Quarterly}, volume = {25}, year = {2009}, pages = {311-333}, publisher = {Routledge}, abstract = {The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on developing depth of knowledge of 8 words, culminating in an activity in which the students produced captions for images related to each word. The captions were scored using a 4-point depth scale, and similarities and differences between bilingual and monolingual students were assessed. Results indicated a significant effect of depth of word knowledge in predicting reading comprehension, particularly for students with average to strong oral language skills.}, doi = {10.1080/10573560903123502}, url = {https://doi.org/10.1080/10573560903123502}, author = {C. Patrick Proctor and Uccelli, Paola and Dalton, Bridget and Snow, Catherine E.} } @inbook {1361989, title = {The challenge of academic language}, booktitle = {The Cambridge handbook of literacy}, year = {2009}, pages = {112-133}, publisher = {Cambridge: Cambridge University Press}, organization = {Cambridge: Cambridge University Press}, author = {Snow, C. E. and Uccelli, P.}, editor = {Olson, D. R. and N. Torrance} } @inbook {snow_uccelli_2009, title = {The Challenge of Academic Language}, booktitle = {The Cambridge Handbook of Literacy}, series = {Cambridge Handbooks in Psychology}, year = {2009}, pages = {112{\textendash}133}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, author = {Snow, Catherine E. and Uccelli, Paola}, editor = {Olson, David R. and Torrance, NancyEditors} } @article {article, title = {Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children{\textquoteright}s intra-conversational narratives}, journal = {Journal of child language}, volume = {36}, year = {2009}, month = {03}, pages = {929-66}, doi = {10.1017/S0305000908009288}, author = {Uccelli, Paola} } @article {article, title = {Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders}, journal = {Reading and Writing}, volume = {24}, year = {2009}, month = {05}, pages = {517-544}, doi = {10.1007/s11145-009-9218-2}, author = {Proctor, C. and Dalton, Bridget and Uccelli, Paola and Biancarosa, Gina and Mo, Elaine and Snow, Catherine and Neugebauer, Sabina} } @inbook {doi:10.1002/9780470694138.ch44, title = {A Research Agenda for Educational Linguistics}, booktitle = {The Handbook of Educational Linguistics}, year = {2008}, pages = {626-642}, publisher = {John Wiley \& Sons, Ltd}, organization = {John Wiley \& Sons, Ltd}, chapter = {44}, abstract = {Summary This chapter contains section titled: The Main Streams of Work in Educational Linguistics What are the Desired Educational Outcomes? What do Teachers Need to Know about Language? How do We Foster the Desired Linguistic Outcomes for Students and Teachers? Conclusion}, keywords = {digital world, educational linguistics, etymology, literate comprehension, Morphology}, isbn = {9780470694138}, doi = {10.1002/9780470694138.ch44}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470694138.ch44}, author = {Uccelli, Paola and Snow, Catherine} } @inbook {uccelli_2008, title = {Beyond Chronicity: Evaluation and Temporality in Spanish-Speaking Children{\textquoteright}s Personal Narratives}, booktitle = {Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion}, year = {2008}, pages = {175{\textendash}212}, publisher = {Cambridge University Press}, organization = {Cambridge University Press}, doi = {10.1017/CBO9780511815669.011}, author = {Uccelli, Paola}, editor = {McCabe, Allyssa and Bailey, Alison L. and Melzi, GiglianaEditors} } @article {article, title = {Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills}, journal = {Language, speech, and hearing services in schools}, volume = {38}, year = {2007}, month = {08}, pages = {225-36}, doi = {10.1044/0161-1461(2007/024)}, author = {Uccelli, Paola and P{\'a}ez, Mariela} } @inbook {1361988, title = {Conversing with toddlers about the nonpresent: Precursors to narrative development in two genres. In L. Balter \& C. Tamis-LeMonda, C. (Eds.)}, booktitle = {Child psychology: A handbook of contemporary issues}, year = {2005}, pages = {215-236}, publisher = {New York, NY: Psychology Press}, organization = {New York, NY: Psychology Press}, author = {Uccelli, P. and Hemphill, L. and Pan, B. and Snow, C.} } @article {article, title = {Narrative Discourse in Young Children With Histories of Early Corrective Heart Surgery}, journal = {Journal of speech, language, and hearing research : JSLHR}, volume = {45}, year = {2002}, month = {05}, pages = {318-31}, doi = {10.1044/1092-4388(2002/025)}, author = {Hemphill, Lowry and Uccelli, Paola and Winner, Kendra and Chang, Chien-Ju and Bellinger, David} } @article {1361186, title = {Sintaxis y discurso. Dos {\'a}reas de investigaci{\'o}n en la adquisici{\'o}n del espa{\~n}ol oral}, journal = {Revista Latina de Pensamiento y Lenguaje}, volume = {9}, year = {2001}, pages = {131-163}, author = {Ord{\'o}{\~n}ez, C and Barriga, R. and Snow, C. and Uccelli, Paola and Shiro, M. and Schnell, B.} } @proceedings {1361185, title = {Learning to talk: A partial review of research on Spanish language development}, year = {2000}, author = {Shiro, M. and Uccelli, Paola and Ord{\'o}{\~n}ez, C and Barriga, R and Snow, C. and Schnell, B.} }