TY - JOUR T1 - Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University. Y1 - Working Paper A1 - Uccelli, P. & Boix Mansilla, V.(2020/2022) ER - TY - CHAP T1 - Semantic development: Learning the meanings of words T2 - The development of language Y1 - 2023 A1 - Paola Uccelli A1 - Meredith L. Rowe ED - J. Berko-Gleason ED - N. Bernstein Ratner JF - The development of language PB - Plural Publishing ER - TY - JOUR T1 - Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk JF - Linguistics and Education Y1 - 2023 A1 - Alejandra Meneses A1 - Paola Uccelli A1 - L Valeri VL - 73 UR - https://doi.org/10.1016/j.linged.2022.101145 IS - 101145 ER - TY - JOUR T1 - The language demands of analytical reading and writing at school JF - Written Communication Y1 - 2023 A1 - Paola Uccelli VL - 40 UR - https://doi.org/10.1177/07410883221148727 IS - 2 ER - TY - JOUR T1 - Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education JF - Language Learning Y1 - 2023 A1 - Paola Uccelli UR - https://doi.org/10.1111/lang.12558 ER - TY - JOUR T1 - The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade JF - Reading and Writing Y1 - 2023 A1 - Linda Andreev A1 - Paola Uccelli AB -

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.

UR - https://link.springer.com/article/10.1007/s11145-023-10425-3 ER - TY - JOUR T1 - Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students JF - Assessing Writing Y1 - 2022 A1 - Ziyun Deng A1 - Paola Uccelli A1 - Catherine E. Snow VL - 53 UR - https://doi.org/10.1016/j.asw.2022.100649 IS - 4 ER - TY - JOUR T1 - Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science JF - Reading and Writing: An Interdisciplinary Journal Y1 - 2021 A1 - Qin, Wenjuan A1 - Paola Uccelli VL - 34 UR - https://link.springer.com/article/10.1007/s11145-021-10155-4 ER - TY - JOUR T1 - Lenguajes para el Aprendizaje JF - Pensamiento Educativo de Investigación Latinoamericana Y1 - 2021 A1 - A. Meneses A1 - E. Hugo A1 - Paola Uccelli VL - 58 UR - https://doi.org/10.7764/PEL.58.2.2021.1 IS - 2 N1 -

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

ER - TY - JOUR T1 - Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding JF - Reading Research Quarterly Y1 - 2020 A1 - Galloway, Emily Phillips A1 - J. McClain A1 - Paola Uccelli VL - 55 UR - https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.359 IS - 1 ER - TY - JOUR T1 - Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia JF - Comparative Education Review Y1 - 2020 A1 - Barrera-Osorio, F. A1 - de Barros , A. A1 - Dryden-Peterson, S. A1 - Mulimbi, B. A1 - Uccelli, P. VL - Advanced view ER - TY - JOUR T1 - English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics JF - Reading Research Quarterly Y1 - 2020 A1 - August, D A1 - Uccelli, P. A1 - Artzi, L. A1 - Barr, C. A1 - Francis, D. UR - https://doi.org/10.1002/rrq.323 ER - TY - RPRT T1 - El lenguaje académico como catalizador de la equidad en la educación escolar. Y1 - 2020 A1 - Meneses, A. A1 - Uccelli, Paola A1 - Ruiz, M. ED - N. Ávila Reyes PB - Fort Collins: The WAC clearinghouse CY - Contribuciones, multilingües a la investigación en escritura: hacia un intercambio académico igualitario. International Exchanges on the Study of Writing. ER - TY - CHAP T1 - The Language for School Literacy: Widening the lens on language and reading relations during adolescence T2 - Handbook of Reading Research Y1 - 2020 A1 - Uccelli, P. A1 - Phillips Galloway, E. ED - Afflerbach, P. ED - Enciso, P. ED - E. B. Moje ED - N. K. Lesaux JF - Handbook of Reading Research PB - Routledge VL - 5 ER - TY - JOUR T1 - Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners JF - AERA Open Y1 - 2020 A1 - Galloway, Emily A1 - Uccelli, Paola A1 - Aguilar, Gladys A1 - Barr, Christopher VL - 6 ER - TY - JOUR T1 - Core Academic Language Skills: validating a construct in linguistically dissimilar settings JF - The Language Learning Journal Y1 - 2020 A1 - MacFarlane, Marco A1 - Barr, Christopher A1 - Uccelli, Paola ER - TY - JOUR T1 - Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension JF - TESOL Quarterly Y1 - 2020 A1 - Aguilar, Gladys A1 - Uccelli, Paola A1 - Galloway, Emily ER - TY - JOUR T1 - Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts JF - Assessing Writing Y1 - 2020 A1 - Qin, Wenjuan A1 - Uccelli, Paola VL - 45 ER - TY - CHAP T1 - Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program T2 - Learning through Language: Towards an Educationally Informed Theory of Language Learning Y1 - 2019 A1 - Uccelli, Paola ED - Grøver, Vibeke ED - Uccelli, Paola ED - Rowe, Meredith ED - Lieven, ElenaEditors JF - Learning through Language: Towards an Educationally Informed Theory of Language Learning PB - Cambridge University Press ER - TY - BOOK T1 - Learning through Language: Towards an Educationally Informed Theory of Language Learning Y1 - 2019 A1 - Grøver, V A1 - Uccelli, P. A1 - Rowe, M. A1 - Lieven, E. PB - Cambridge University Press ER - TY - JOUR T1 - 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 JF - Language Learning Y1 - 2019 A1 - Barr, Christopher A1 - Uccelli, Paola A1 - Galloway, Emily VL - 69 ER - TY - JOUR T1 - 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 JF - Reading and Writing Y1 - 2019 A1 - Galloway, Emily A1 - Qin, Wenjuan A1 - Uccelli, Paola A1 - Barr, Christopher VL - 33 ER - TY - JOUR T1 - Metadiscourse: Variation across communicative contexts JF - Journal of Pragmatics Y1 - 2019 A1 - Qin, Wenjuan A1 - Uccelli, Paola VL - 139 ER - TY - JOUR T1 - Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools JF - Journal of Research on Educational Effectiveness Y1 - 2019 A1 - Jones, Stephanie A1 - LaRusso, Maria A1 - Kim, James A1 - Kim, Ha Yeon A1 - Selman, Robert A1 - Uccelli, Paola A1 - Barnes, Sophie A1 - Donovan, M. A1 - Snow, Catherine ER - TY - JOUR T1 - The Role of Language Skills in Mid-Adolescents’ Science Summaries JF - Journal of Literacy Research Y1 - 2019 A1 - Uccelli, Paola A1 - Deng, Ziyun A1 - Galloway, Emily A1 - Qin, Wenjuan VL - 51 ER - TY - JOUR T1 - Amplifying and Affirming students’ voices through CALS-informed instruction JF - Theory Into Practice Y1 - 2019 A1 - Uccelli, Paola A1 - Galloway, Emily A1 - Aguilar, Gladys A1 - Allen, Melanie VL - 59 ER - TY - CHAP T1 - What educators need to know about academic language: Insights from recent research T2 - What Teachers Need to Know About Language, Y1 - 2018 A1 - Uccelli, P. A1 - Phillips Galloway, E ED - Temple Adger, C. ED - Snow, C. E. ED - Christian, D. JF - What Teachers Need to Know About Language, PB - Bristol, UK: Multilingual Matters ER - TY - CHAP T1 - Spanish and English skills and practices that support bilingual students’ literacy achievement: Lessons from innovative assessments and participants’ voices. T2 - Second Language Acquisition: Methods, Perspectives and Challenges Y1 - 2018 A1 - Uccelli, P. A1 - Aguilar, G. ED - D. L. Baker ED - C. Richards-Tutor ED - D. Lee Basaraba JF - Second Language Acquisition: Methods, Perspectives and Challenges PB - Nova Science Publishers ER - TY - JOUR T1 - Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence JF - Child Development Y1 - 2018 A1 - Uccelli, Paola A1 - Demir-Lira, Ece A1 - Rowe, Meredith A1 - Levine, Susan A1 - Goldin-Meadow, Susan VL - 90 ER - TY - JOUR T1 - Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries JF - Reading and Writing Y1 - 2018 A1 - Galloway, Emily A1 - Uccelli, Paola VL - 32 ER - TY - JOUR T1 - Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers JF - Journal of Educational Psychology Y1 - 2018 A1 - Galloway, Emily A1 - Uccelli, Paola VL - 111 ER - TY - JOUR T1 - Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents JF - Reading Research Quarterly Y1 - 2017 A1 - Meneses, Alejandra A1 - Uccelli, Paola A1 - Santelices, Verónica A1 - Ruiz Zúñiga, Marcela A1 - Acevedo, Daniela A1 - Figueroa, Javiera ER - TY - CHAP T1 - Semantic development: Learning the Meanings of Words T2 - The development of language Y1 - 2016 A1 - Uccelli, P. A1 - Rowe, M.L. ED - J. Berko-Gleason ED - N. Bernstein Ratner JF - The development of language PB - Boston, MA: Allyn and Bacon/Merrill ER - TY - RPRT T1 - Academic languages and bilingualismInformes del Observatorio / Observatorio Reports Y1 - 2016 A1 - Uccelli, P. A1 - Phillips Galloway, E. A1 - Allen, M. ER - TY - JOUR T1 - Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students' Reflections About Language JF - Journal of Adolescent & Adult Literacy Y1 - 2016 A1 - Uccelli, Paola A1 - Galloway, Emily VL - 60 ER - TY - JOUR T1 - Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension JF - Journal of Research on Educational Effectiveness Y1 - 2016 A1 - LaRusso, Maria A1 - Kim, Ha Yeon A1 - Selman, Robert A1 - Uccelli, Paola A1 - Dawson, Theo A1 - Jones, Stephanie A1 - Donovan, M. A1 - Snow, Catherine VL - 9 ER - TY - JOUR T1 - Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance JF - Journal of Second Language Writing Y1 - 2016 A1 - Qin, Wenjuan A1 - Uccelli, Paola VL - 33 ER - TY - JOUR T1 - Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria JF - Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica Y1 - 2015 A1 - Uccelli, Paola A1 - Meneses, Alejandra IS - 10 ER - TY - JOUR T1 - Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension JF - Reading Research Quarterly Y1 - 2015 A1 - Uccelli, Paola A1 - Galloway, Emily Phillips A1 - Barr, Christopher D. A1 - Meneses, Alejandra A1 - Christina L. Dobbs KW - Assessment KW - Comprehension KW - Developmental KW - Early adolescence KW - English as a second language KW - English for speakers of other languages KW - English language learners KW - English learners KW - Fluency KW - Language development KW - Language learners KW - Oral language KW - Psycholinguistic KW - Theoretical perspectives KW - Vocabulary AB - 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' 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 4–6) participated in four assessments: the CALS-I, a standardized reading comprehension assessment (Gates–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. VL - 50 UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.104 IS - 3 ER - TY - JOUR T1 - Fifth-Grade Students’ Digital Retellings and the Common Core JF - The Elementary School Journal Y1 - 2015 A1 - Dalton, Bridget A1 - Robinson, Kristin A1 - Lovvorn, Jason A1 - Smith, Blaine A1 - Alvey, Tara A1 - Mo, Elaine A1 - Uccelli, Paola A1 - Proctor, C. VL - 115 ER - TY - JOUR T1 - Adolescents’ metalinguistic reflections on the academic register in speech and writing JF - Linguistics and Education Y1 - 2015 A1 - Galloway, Emily A1 - Stude, Juliane A1 - Uccelli, Paola VL - 31 ER - TY - JOUR T1 - Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing JF - Reading and Writing Y1 - 2015 A1 - Galloway, Emily A1 - Uccelli, Paola VL - 28 ER - TY - CHAP T1 - Aprendiendo a narrar en español: interrelaciones entre destrezas gramaticales y discursivas en la expresión de la temporalidad entre los 2 y los 3 años. T2 - Las narrativas y su impacto en el desarrollo lingüístico infantil Y1 - 2014 A1 - Uccelli, P. ED - R. Barriga Villanueva JF - Las narrativas y su impacto en el desarrollo lingüístico infantil PB - México, DF: El Colegio de México (Estudios de Lingüística). ISBN 978 607 462 736 7 ER - TY - JOUR T1 - Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners JF - Applied Psycholinguistics Y1 - 2014 A1 - Uccelli, Paola A1 - Barr, Christopher A1 - Dobbs, Christina A1 - Galloway, Emily A1 - Meneses, Alejandra A1 - Sanchez, Emilio VL - in press ER - TY - CHAP T1 - Semantic development T2 - The development of language Y1 - 2013 A1 - Uccelli, P. A1 - Pan, B. A ED - J. Berko-Gleason ED - N. Bernstein Ratner JF - The development of language PB - Boston, MA: Allyn and Bacon/Merrill. ER - TY - JOUR T1 - Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students JF - Written Communication Y1 - 2013 A1 - Uccelli, Paola A1 - Christina L. Dobbs A1 - Jessica Scott AB - 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’ 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’ 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’ writing quality. Findings shed light on discourse elements relevant for the design of pedagogically informative assessment tools. VL - 30 UR - https://doi.org/10.1177/0741088312469013 IS - 1 ER - TY - CHAP T1 - How can we best teach new languages? Considering core principles in language B instruction. T2 - Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding Y1 - 2012 A1 - Uccelli, P., A1 - Boix Mansilla, V. A1 - Parra M. L. ED - Boix Mansilla, V. JF - Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding PB - Cardiff: International Baccalaureate ER - TY - CHAP T1 - Teaching language A with deep understanding in mind T2 - Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding Y1 - 2012 A1 - Uccelli, P. ED - Boix Mansilla, V. JF - Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding PB - Cardiff: International Baccalaureate ER - TY - RPRT T1 - Supporting deep reading comprehension of academic texts through text dependent questions: A Guide for practitioners. Y1 - 2012 A1 - Uccelli, P. A1 - Phillips Galloway, E. PB - Department of Education. New York: NYC-DOE CY - Report to the New York City ER - TY - JOUR T1 - Efecto de una plataforma virtual en comprensión de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primaria JF - Revista de Psicología (PUCP) Y1 - 2012 A1 - Thorne, Cecilia A1 - Morla, Kim A1 - Uccelli, Paola A1 - Nakano, Teresa A1 - Mauchi, Beatriz A1 - Landeo, Lorena A1 - Vasquez, Angie A1 - Huerta, Román VL - 31 ER - TY - JOUR T1 - Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students JF - Journal of Literacy Research - J LIT RES Y1 - 2011 A1 - Dalton, Bridget A1 - Proctor, C. A1 - Uccelli, Paola A1 - Mo, Elaine A1 - Snow, Catherine VL - 43 ER - TY - JOUR T1 - Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children JF - Reading & Writing Quarterly Y1 - 2009 A1 - C. Patrick Proctor A1 - Uccelli, Paola A1 - Dalton, Bridget A1 - Snow, Catherine E. AB - 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. PB - Routledge VL - 25 UR - https://doi.org/10.1080/10573560903123502 IS - 4 ER - TY - CHAP T1 - The challenge of academic language T2 - The Cambridge handbook of literacy Y1 - 2009 A1 - Snow, C. E. A1 - Uccelli, P. ED - Olson, D. R. ED - N. Torrance JF - The Cambridge handbook of literacy PB - Cambridge: Cambridge University Press ER - TY - CHAP T1 - The Challenge of Academic Language T2 - The Cambridge Handbook of Literacy Y1 - 2009 A1 - Snow, Catherine E. A1 - Uccelli, Paola ED - Olson, David R. ED - Torrance, NancyEditors JF - The Cambridge Handbook of Literacy T3 - Cambridge Handbooks in Psychology PB - Cambridge University Press ER - TY - JOUR T1 - Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives JF - Journal of child language Y1 - 2009 A1 - Uccelli, Paola VL - 36 ER - TY - JOUR T1 - Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders JF - Reading and Writing Y1 - 2009 A1 - Proctor, C. A1 - Dalton, Bridget A1 - Uccelli, Paola A1 - Biancarosa, Gina A1 - Mo, Elaine A1 - Snow, Catherine A1 - Neugebauer, Sabina VL - 24 ER - TY - CHAP T1 - A Research Agenda for Educational Linguistics T2 - The Handbook of Educational Linguistics Y1 - 2008 A1 - Uccelli, Paola A1 - Snow, Catherine KW - digital world KW - educational linguistics KW - etymology KW - literate comprehension KW - Morphology AB - 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 JF - The Handbook of Educational Linguistics PB - John Wiley & Sons, Ltd SN - 9780470694138 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470694138.ch44 ER - TY - CHAP T1 - Beyond Chronicity: Evaluation and Temporality in Spanish-Speaking Children's Personal Narratives T2 - Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion Y1 - 2008 A1 - Uccelli, Paola ED - McCabe, Allyssa ED - Bailey, Alison L. ED - Melzi, GiglianaEditors JF - Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion PB - Cambridge University Press ER - TY - JOUR T1 - Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills JF - Language, speech, and hearing services in schools Y1 - 2007 A1 - Uccelli, Paola A1 - Páez, Mariela VL - 38 ER - TY - CHAP T1 - Conversing with toddlers about the nonpresent: Precursors to narrative development in two genres. In L. Balter & C. Tamis-LeMonda, C. (Eds.) T2 - Child psychology: A handbook of contemporary issues Y1 - 2005 A1 - Uccelli, P. A1 - Hemphill, L. A1 - Pan, B. A1 - Snow, C. JF - Child psychology: A handbook of contemporary issues PB - New York, NY: Psychology Press ER - TY - JOUR T1 - Narrative Discourse in Young Children With Histories of Early Corrective Heart Surgery JF - Journal of speech, language, and hearing research : JSLHR Y1 - 2002 A1 - Hemphill, Lowry A1 - Uccelli, Paola A1 - Winner, Kendra A1 - Chang, Chien-Ju A1 - Bellinger, David VL - 45 ER - TY - JOUR T1 - Sintaxis y discurso. Dos áreas de investigación en la adquisición del español oral JF - Revista Latina de Pensamiento y Lenguaje Y1 - 2001 A1 - Ordóñez, C A1 - Barriga, R. A1 - Snow, C. A1 - Uccelli, Paola A1 - Shiro, M. A1 - Schnell, B. VL - 9 IS - 2 ER - TY - Generic T1 - Learning to talk: A partial review of research on Spanish language development T2 - IASCL 1999 Y1 - 2000 A1 - Shiro, M. A1 - Uccelli, Paola A1 - Ordóñez, C A1 - Barriga, R A1 - Snow, C. A1 - Schnell, B. JF - IASCL 1999 ER -