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Publications by Type: Journal Article

Working Paper
Uccelli, P. & Boix Mansilla, V. (2020/2022). (Working Paper). Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University. uccelli_boixmansilla2020_pedagogies_of_voices.pdf
2023
Meneses, A., Uccelli, P., & Valeri, L. (2023). Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk. Linguistics and Education , 73 (101145). Publisher's Version
Uccelli, P. (2023). The language demands of analytical reading and writing at school. Written Communication , 40 (2). Publisher's Version
Uccelli, P. (2023). Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education. Language Learning. Publisher's Version
Andreev, L., & Uccelli, P. (2023). The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade. Reading and Writing , 1-32. Publisher's VersionAbstract

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.

2022
Deng, Z., Uccelli, P., & Snow, C. E. (2022). Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students. Assessing Writing , 53 (4), 100649. Publisher's Version
2021
Qin, W., & Uccelli, P. (2021). Textual borrowing in science summaries: upper-elementary and middle school students learning to write the language of science. Reading and Writing: An Interdisciplinary Journal , 34, 2505–2528. Publisher's Version
Meneses, A., Hugo, E., & Uccelli, P. (2021). Lenguajes para el Aprendizaje. Pensamiento Educativo de Investigación Latinoamericana , 58 (2). Publisher's Version
2020
Galloway, E. P., McClain, J., & Uccelli, P. (2020). Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding. Reading Research Quarterly , 55 (1), 331-345. Publisher's Version
Barrera-Osorio, F., de Barros, A., Dryden-Peterson, S., Mulimbi, B., & Uccelli, P. (2020). Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia. Comparative Education Review , Advanced view.
August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. (2020). English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics. Reading Research Quarterly. Publisher's Version
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.
MacFarlane, M., Barr, C., & Uccelli, P. (2020). Core Academic Language Skills: validating a construct in linguistically dissimilar settings. The Language Learning Journal , 1-15.
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.
Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing , 45, 100465.
2019
Barr, C., Uccelli, P., & Galloway, E. (2019). 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. Language Learning , 69.
Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). 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. Reading and Writing , 33.
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics , 139, 22-39.
Jones, S., LaRusso, M., Kim, J., Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., et al. (2019). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools. Journal of Research on Educational Effectiveness , 1-36.
Uccelli, P., Deng, Z., Galloway, E., & Qin, W. (2019). The Role of Language Skills in Mid-Adolescents’ Science Summaries. Journal of Literacy Research , 51, 1086296X1986020.

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