%0 Journal Article %D Working Paper %T Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University. %A Uccelli, P. & Boix Mansilla, V.(2020/2022) %G eng %0 Book Section %B The development of language %D 2023 %T Semantic development: Learning the meanings of words %A Paola Uccelli %A Meredith L. Rowe %E J. Berko-Gleason %E N. Bernstein Ratner %B The development of language %7 10 %I Plural Publishing %G eng %0 Journal Article %J Linguistics and Education %D 2023 %T Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk %A Alejandra Meneses %A Paola Uccelli %A L Valeri %B Linguistics and Education %V 73 %G eng %U https://doi.org/10.1016/j.linged.2022.101145 %N 101145 %0 Journal Article %J Written Communication %D 2023 %T The language demands of analytical reading and writing at school %A Paola Uccelli %B Written Communication %V 40 %G eng %U https://doi.org/10.1177/07410883221148727 %N 2 %0 Journal Article %J Language Learning %D 2023 %T Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education %A Paola Uccelli %B Language Learning %G eng %U https://doi.org/10.1111/lang.12558 %0 Journal Article %J Reading and Writing %D 2023 %T The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade %A Linda Andreev %A Paola Uccelli %X

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.

%B Reading and Writing %P 1-32 %G eng %U https://link.springer.com/article/10.1007/s11145-023-10425-3 %0 Journal Article %J Assessing Writing %D 2022 %T Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students %A Ziyun Deng %A Paola Uccelli %A Catherine E. Snow %B Assessing Writing %V 53 %P 100649 %G eng %U https://doi.org/10.1016/j.asw.2022.100649 %N 4 %0 Journal Article %J Reading and Writing: An Interdisciplinary Journal %D 2021 %T Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science %A Qin, Wenjuan %A Paola Uccelli %B Reading and Writing: An Interdisciplinary Journal %V 34 %P 2505–2528 %G eng %U https://link.springer.com/article/10.1007/s11145-021-10155-4 %0 Journal Article %J Pensamiento Educativo de Investigación Latinoamericana %D 2021 %T Lenguajes para el Aprendizaje %A A. Meneses %A E. Hugo %A Paola Uccelli %B Pensamiento Educativo de Investigación Latinoamericana %V 58 %G eng %U https://doi.org/10.7764/PEL.58.2.2021.1 %N 2 %0 Journal Article %J Reading Research Quarterly %D 2020 %T Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding %A Galloway, Emily Phillips %A J. McClain %A Paola Uccelli %B Reading Research Quarterly %V 55 %P 331-345 %G eng %U https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.359 %N 1 %0 Journal Article %J Comparative Education Review %D 2020 %T Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia %A Barrera-Osorio, F. %A de Barros , A. %A Dryden-Peterson, S. %A Mulimbi, B. %A Uccelli, P. %B Comparative Education Review %V Advanced view %G eng %0 Journal Article %J Reading Research Quarterly %D 2020 %T English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics %A August, D %A Uccelli, P. %A Artzi, L. %A Barr, C. %A Francis, D. %B Reading Research Quarterly %G eng %U https://doi.org/10.1002/rrq.323 %0 Report %D 2020 %T El lenguaje académico como catalizador de la equidad en la educación escolar. %A Meneses, A. %A Uccelli, Paola %A Ruiz, M. %E N. Ávila Reyes %I Fort Collins: The WAC clearinghouse %C Contribuciones, multilingües a la investigación en escritura: hacia un intercambio académico igualitario. International Exchanges on the Study of Writing. %G eng %0 Book Section %B Handbook of Reading Research %D 2020 %T The Language for School Literacy: Widening the lens on language and reading relations during adolescence %A Uccelli, P. %A Phillips Galloway, E. %E Afflerbach, P. %E Enciso, P. %E E. B. Moje %E N. K. Lesaux %B Handbook of Reading Research %I Routledge %V 5 %P 155-179 %G eng %0 Journal Article %J AERA Open %D 2020 %T Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners %A Galloway, Emily %A Uccelli, Paola %A Aguilar, Gladys %A Barr, Christopher %B AERA Open %V 6 %P 233285841989257 %8 01 %G eng %R 10.1177/2332858419892575 %0 Journal Article %J The Language Learning Journal %D 2020 %T Core Academic Language Skills: validating a construct in linguistically dissimilar settings %A MacFarlane, Marco %A Barr, Christopher %A Uccelli, Paola %B The Language Learning Journal %P 1-15 %8 01 %G eng %R 10.1080/09571736.2019.1705880 %0 Journal Article %J TESOL Quarterly %D 2020 %T Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension %A Aguilar, Gladys %A Uccelli, Paola %A Galloway, Emily %B TESOL Quarterly %8 03 %G eng %R 10.1002/tesq.570 %0 Journal Article %J Assessing Writing %D 2020 %T Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts %A Qin, Wenjuan %A Uccelli, Paola %B Assessing Writing %V 45 %P 100465 %8 07 %G eng %R 10.1016/j.asw.2020.100465 %0 Book Section %B Learning through Language: Towards an Educationally Informed Theory of Language Learning %D 2019 %T Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program %A Uccelli, Paola %E Grøver, Vibeke %E Uccelli, Paola %E Rowe, Meredith %E Lieven, ElenaEditors %B Learning through Language: Towards an Educationally Informed Theory of Language Learning %I Cambridge University Press %P 95–109 %G eng %R 10.1017/9781316718537.010 %0 Book %D 2019 %T Learning through Language: Towards an Educationally Informed Theory of Language Learning %A Grøver, V %A Uccelli, P. %A Rowe, M. %A Lieven, E. %I Cambridge University Press %G eng %R 10.1017/9781316718537 %0 Journal Article %J Language Learning %D 2019 %T 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 %A Barr, Christopher %A Uccelli, Paola %A Galloway, Emily %B Language Learning %V 69 %8 06 %G eng %R 10.1111/lang.12365 %0 Journal Article %J Reading and Writing %D 2019 %T 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 %A Galloway, Emily %A Qin, Wenjuan %A Uccelli, Paola %A Barr, Christopher %B Reading and Writing %V 33 %8 04 %G eng %R 10.1007/s11145-019-09942-x %0 Journal Article %J Journal of Pragmatics %D 2019 %T Metadiscourse: Variation across communicative contexts %A Qin, Wenjuan %A Uccelli, Paola %B Journal of Pragmatics %V 139 %P 22-39 %8 01 %G eng %R 10.1016/j.pragma.2018.10.004 %0 Journal Article %J Journal of Research on Educational Effectiveness %D 2019 %T Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools %A Jones, Stephanie %A LaRusso, Maria %A Kim, James %A Kim, Ha Yeon %A Selman, Robert %A Uccelli, Paola %A Barnes, Sophie %A Donovan, M. %A Snow, Catherine %B Journal of Research on Educational Effectiveness %P 1-36 %8 08 %G eng %R 10.1080/19345747.2019.1615155 %0 Journal Article %J Journal of Literacy Research %D 2019 %T The Role of Language Skills in Mid-Adolescents’ Science Summaries %A Uccelli, Paola %A Deng, Ziyun %A Galloway, Emily %A Qin, Wenjuan %B Journal of Literacy Research %V 51 %P 1086296X1986020 %8 07 %G eng %R 10.1177/1086296X19860206 %0 Journal Article %J Theory Into Practice %D 2019 %T Amplifying and Affirming students’ voices through CALS-informed instruction %A Uccelli, Paola %A Galloway, Emily %A Aguilar, Gladys %A Allen, Melanie %B Theory Into Practice %V 59 %8 10 %G eng %R 10.1080/00405841.2019.1665413 %0 Book Section %B What Teachers Need to Know About Language, %D 2018 %T What educators need to know about academic language: Insights from recent research %A Uccelli, P. %A Phillips Galloway, E %E Temple Adger, C. %E Snow, C. E. %E Christian, D. %B What Teachers Need to Know About Language, %7 2nd %I Bristol, UK: Multilingual Matters %P 62-74 %G eng %0 Book Section %B Second Language Acquisition: Methods, Perspectives and Challenges %D 2018 %T Spanish and English skills and practices that support bilingual students’ literacy achievement: Lessons from innovative assessments and participants’ voices. %A Uccelli, P. %A Aguilar, G. %E D. L. Baker %E C. Richards-Tutor %E D. Lee Basaraba %B Second Language Acquisition: Methods, Perspectives and Challenges %I Nova Science Publishers %P 63-94 %G eng %0 Journal Article %J Child Development %D 2018 %T Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence %A Uccelli, Paola %A Demir-Lira, Ece %A Rowe, Meredith %A Levine, Susan %A Goldin-Meadow, Susan %B Child Development %V 90 %8 01 %G eng %R 10.1111/cdev.13034 %0 Journal Article %J Reading and Writing %D 2018 %T Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries %A Galloway, Emily %A Uccelli, Paola %B Reading and Writing %V 32 %8 07 %G eng %R 10.1007/s11145-018-9880-3 %0 Journal Article %J Journal of Educational Psychology %D 2018 %T Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers %A Galloway, Emily %A Uccelli, Paola %B Journal of Educational Psychology %V 111 %8 07 %G eng %R 10.1037/edu0000276 %0 Journal Article %J Reading Research Quarterly %D 2017 %T Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents %A Meneses, Alejandra %A Uccelli, Paola %A Santelices, Verónica %A Ruiz Zúñiga, Marcela %A Acevedo, Daniela %A Figueroa, Javiera %B Reading Research Quarterly %8 06 %G eng %R 10.1002/rrq.192 %0 Book Section %B The development of language %D 2016 %T Semantic development: Learning the Meanings of Words %A Uccelli, P. %A Rowe, M.L. %E J. Berko-Gleason %E N. Bernstein Ratner %B The development of language %I Boston, MA: Allyn and Bacon/Merrill %G eng %0 Report %D 2016 %T Academic languages and bilingualismInformes del Observatorio / Observatorio Reports %A Uccelli, P. %A Phillips Galloway, E. %A Allen, M. %G eng %0 Journal Article %J Journal of Adolescent & Adult Literacy %D 2016 %T Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students' Reflections About Language %A Uccelli, Paola %A Galloway, Emily %B Journal of Adolescent & Adult Literacy %V 60 %8 05 %G eng %R 10.1002/jaal.553 %0 Journal Article %J Journal of Research on Educational Effectiveness %D 2016 %T Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension %A LaRusso, Maria %A Kim, Ha Yeon %A Selman, Robert %A Uccelli, Paola %A Dawson, Theo %A Jones, Stephanie %A Donovan, M. %A Snow, Catherine %B Journal of Research on Educational Effectiveness %V 9 %P 00-00 %8 01 %G eng %R 10.1080/19345747.2015.1116035 %0 Journal Article %J Journal of Second Language Writing %D 2016 %T Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance %A Qin, Wenjuan %A Uccelli, Paola %B Journal of Second Language Writing %V 33 %P 3-17 %8 09 %G eng %R 10.1016/j.jslw.2016.06.001 %0 Journal Article %J Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica %D 2015 %T Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria %A Uccelli, Paola %A Meneses, Alejandra %B Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica %P 177-202 %G eng %N 10 %0 Journal Article %J Reading Research Quarterly %D 2015 %T Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension %A Uccelli, Paola %A Galloway, Emily Phillips %A Barr, Christopher D. %A Meneses, Alejandra %A Christina L. Dobbs %K Assessment %K Comprehension %K Developmental %K Early adolescence %K English as a second language %K English for speakers of other languages %K English language learners %K English learners %K Fluency %K Language development %K Language learners %K Oral language %K Psycholinguistic %K Theoretical perspectives %K Vocabulary %X 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. %B Reading Research Quarterly %V 50 %P 337-356 %G eng %U https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.104 %N 3 %R 10.1002/rrq.104 %0 Journal Article %J The Elementary School Journal %D 2015 %T Fifth-Grade Students’ Digital Retellings and the Common Core %A Dalton, Bridget %A Robinson, Kristin %A Lovvorn, Jason %A Smith, Blaine %A Alvey, Tara %A Mo, Elaine %A Uccelli, Paola %A Proctor, C. %B The Elementary School Journal %V 115 %P 000-000 %8 05 %G eng %R 10.1086/681969 %0 Journal Article %J Linguistics and Education %D 2015 %T Adolescents’ metalinguistic reflections on the academic register in speech and writing %A Galloway, Emily %A Stude, Juliane %A Uccelli, Paola %B Linguistics and Education %V 31 %8 01 %G eng %R 10.1016/j.linged.2014.10.006 %0 Journal Article %J Reading and Writing %D 2015 %T Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing %A Galloway, Emily %A Uccelli, Paola %B Reading and Writing %V 28 %8 06 %G eng %R 10.1007/s11145-015-9550-7 %0 Book Section %B Las narrativas y su impacto en el desarrollo lingüístico infantil %D 2014 %T Aprendiendo a narrar en español: interrelaciones entre destrezas gramaticales y discursivas en la expresión de la temporalidad entre los 2 y los 3 años. %A Uccelli, P. %E R. Barriga Villanueva %B Las narrativas y su impacto en el desarrollo lingüístico infantil %I México, DF: El Colegio de México (Estudios de Lingüística). ISBN 978 607 462 736 7 %P 79-110 %G eng %0 Journal Article %J Applied Psycholinguistics %D 2014 %T Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners %A Uccelli, Paola %A Barr, Christopher %A Dobbs, Christina %A Galloway, Emily %A Meneses, Alejandra %A Sanchez, Emilio %B Applied Psycholinguistics %V in press %8 01 %G eng %0 Book Section %B The development of language %D 2013 %T Semantic development %A Uccelli, P. %A Pan, B. A %E J. Berko-Gleason %E N. Bernstein Ratner %B The development of language %I Boston, MA: Allyn and Bacon/Merrill. %G eng %0 Journal Article %J Written Communication %D 2013 %T Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students %A Uccelli, Paola %A Christina L. Dobbs %A Jessica Scott %X 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. %B Written Communication %V 30 %P 36-62 %G eng %U https://doi.org/10.1177/0741088312469013 %N 1 %R 10.1177/0741088312469013 %0 Book Section %B Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding %D 2012 %T How can we best teach new languages? Considering core principles in language B instruction. %A Uccelli, P., %A Boix Mansilla, V. %A Parra M. L. %E Boix Mansilla, V. %B Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding %I Cardiff: International Baccalaureate %G eng %0 Book Section %B Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding %D 2012 %T Teaching language A with deep understanding in mind %A Uccelli, P. %E Boix Mansilla, V. %B Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding %I Cardiff: International Baccalaureate %G eng %0 Report %D 2012 %T Supporting deep reading comprehension of academic texts through text dependent questions: A Guide for practitioners. %A Uccelli, P. %A Phillips Galloway, E. %I Department of Education. New York: NYC-DOE %C Report to the New York City %G eng %0 Journal Article %J Revista de Psicología (PUCP) %D 2012 %T Efecto de una plataforma virtual en comprensión de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primaria %A Thorne, Cecilia %A Morla, Kim %A Uccelli, Paola %A Nakano, Teresa %A Mauchi, Beatriz %A Landeo, Lorena %A Vasquez, Angie %A Huerta, Román %B Revista de Psicología (PUCP) %V 31 %P 3-35 %8 12 %G eng %0 Journal Article %J Journal of Literacy Research - J LIT RES %D 2011 %T Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students %A Dalton, Bridget %A Proctor, C. %A Uccelli, Paola %A Mo, Elaine %A Snow, Catherine %B Journal of Literacy Research - J LIT RES %V 43 %P 68-100 %8 03 %G eng %R 10.1177/1086296X10397872 %0 Journal Article %J Reading & Writing Quarterly %D 2009 %T Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children %A C. Patrick Proctor %A Uccelli, Paola %A Dalton, Bridget %A Snow, Catherine E. %X 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. %B Reading & Writing Quarterly %I Routledge %V 25 %P 311-333 %G eng %U https://doi.org/10.1080/10573560903123502 %N 4 %R 10.1080/10573560903123502 %0 Book Section %B The Cambridge handbook of literacy %D 2009 %T The challenge of academic language %A Snow, C. E. %A Uccelli, P. %E Olson, D. R. %E N. Torrance %B The Cambridge handbook of literacy %I Cambridge: Cambridge University Press %P 112-133 %G eng %0 Book Section %B The Cambridge Handbook of Literacy %D 2009 %T The Challenge of Academic Language %A Snow, Catherine E. %A Uccelli, Paola %E Olson, David R. %E Torrance, NancyEditors %B The Cambridge Handbook of Literacy %S Cambridge Handbooks in Psychology %I Cambridge University Press %P 112–133 %G eng %0 Journal Article %J Journal of child language %D 2009 %T Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives %A Uccelli, Paola %B Journal of child language %V 36 %P 929-66 %8 03 %G eng %R 10.1017/S0305000908009288 %0 Journal Article %J Reading and Writing %D 2009 %T Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders %A Proctor, C. %A Dalton, Bridget %A Uccelli, Paola %A Biancarosa, Gina %A Mo, Elaine %A Snow, Catherine %A Neugebauer, Sabina %B Reading and Writing %V 24 %P 517-544 %8 05 %G eng %R 10.1007/s11145-009-9218-2 %0 Book Section %B The Handbook of Educational Linguistics %D 2008 %T A Research Agenda for Educational Linguistics %A Uccelli, Paola %A Snow, Catherine %K digital world %K educational linguistics %K etymology %K literate comprehension %K Morphology %X 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 %B The Handbook of Educational Linguistics %I John Wiley & Sons, Ltd %P 626-642 %@ 9780470694138 %G eng %U https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470694138.ch44 %& 44 %R 10.1002/9780470694138.ch44 %0 Book Section %B Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion %D 2008 %T Beyond Chronicity: Evaluation and Temporality in Spanish-Speaking Children's Personal Narratives %A Uccelli, Paola %E McCabe, Allyssa %E Bailey, Alison L. %E Melzi, GiglianaEditors %B Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion %I Cambridge University Press %P 175–212 %G eng %R 10.1017/CBO9780511815669.011 %0 Journal Article %J Language, speech, and hearing services in schools %D 2007 %T Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills %A Uccelli, Paola %A Páez, Mariela %B Language, speech, and hearing services in schools %V 38 %P 225-36 %8 08 %G eng %R 10.1044/0161-1461(2007/024) %0 Book Section %B Child psychology: A handbook of contemporary issues %D 2005 %T Conversing with toddlers about the nonpresent: Precursors to narrative development in two genres. In L. Balter & C. Tamis-LeMonda, C. (Eds.) %A Uccelli, P. %A Hemphill, L. %A Pan, B. %A Snow, C. %B Child psychology: A handbook of contemporary issues %I New York, NY: Psychology Press %P 215-236 %G eng %0 Journal Article %J Journal of speech, language, and hearing research : JSLHR %D 2002 %T Narrative Discourse in Young Children With Histories of Early Corrective Heart Surgery %A Hemphill, Lowry %A Uccelli, Paola %A Winner, Kendra %A Chang, Chien-Ju %A Bellinger, David %B Journal of speech, language, and hearing research : JSLHR %V 45 %P 318-31 %8 05 %G eng %R 10.1044/1092-4388(2002/025) %0 Journal Article %J Revista Latina de Pensamiento y Lenguaje %D 2001 %T Sintaxis y discurso. Dos áreas de investigación en la adquisición del español oral %A Ordóñez, C %A Barriga, R. %A Snow, C. %A Uccelli, Paola %A Shiro, M. %A Schnell, B. %B Revista Latina de Pensamiento y Lenguaje %V 9 %P 131-163 %G eng %N 2 %0 Conference Proceedings %B IASCL 1999 %D 2000 %T Learning to talk: A partial review of research on Spanish language development %A Shiro, M. %A Uccelli, Paola %A Ordóñez, C %A Barriga, R %A Snow, C. %A Schnell, B. %B IASCL 1999 %G eng