Multilingual and multicultural learners: Development in more than one language

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.
Uccelli, P., Phillips Galloway, E., & Allen, M. (2016). Academic languages and bilingualismInformes del Observatorio / Observatorio Reports.
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.