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Multilingual and multicultural learners: Development in more than one language

2020
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.
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.
2018
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.
2016
Uccelli, P., Phillips Galloway, E., & Allen, M. (2016). Academic languages and bilingualismInformes del Observatorio / Observatorio Reports.
2009
Proctor, C. P., Uccelli, P., Dalton, B., & Snow, C. E. (2009). Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children. Reading & Writing Quarterly , 25 (4), 311-333 . Routledge. Publisher's VersionAbstract
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.
2007
Uccelli, P., & Páez, M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills. Language, speech, and hearing services in schools , 38, 225-36.