Publications by Type: Journal Article

In Press
August, D., Uccelli, P., Artzi, L., Barr, C., & Francis, D. (In Press). English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics. Reading Research Quarterly.
Uccelli, P., & Phillips Galloway, E. (In Press). The Language for School Literacy: Widening the lens on language and reading relations during adolescence. P. Afflerbach, P. Enciso, E. B. Moje, & N. K. Lesaux (Ed.), Handbook of Reading Research , 5.
2020
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.
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.
Uccelli, P., Galloway, E., Aguilar, G., & Allen, M. (2019). Amplifying and Affirming students’ voices through CALS-informed instruction. Theory Into Practice , 59.
2018
Uccelli, P., Demir-Lira, E., Rowe, M., Levine, S., & Goldin-Meadow, S. (2018). Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development , 90.
Galloway, E., & Uccelli, P. (2018). Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries. Reading and Writing , 32.
Galloway, E., & Uccelli, P. (2018). Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers. Journal of Educational Psychology , 111.
2017
Meneses, A., Uccelli, P., Santelices, V., Ruiz Zúñiga, M., Acevedo, D., & Figueroa, J. (2017). Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents. Reading Research Quarterly.
2016
Uccelli, P., & Galloway, E. (2016). Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students' Reflections About Language. Journal of Adolescent & Adult Literacy , 60.
LaRusso, M., Kim, H. Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., Donovan, M., et al. (2016). Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension. Journal of Research on Educational Effectiveness , 9 00-00.

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