Publications

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., & Rowe, M. L. (2016). Semantic development: Learning the Meanings of Words. In J. Berko-Gleason & N. B. Ratner (Ed.), The development of language . Boston, MA: Allyn and Bacon/Merrill.
Uccelli, P., Phillips Galloway, E., & Allen, M. (2016). Academic languages and bilingualismInformes del Observatorio / Observatorio Reports.
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.
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing , 33, 3-17.
2015
Uccelli, P., & Meneses, A. (2015). Lenguaje académico: construcción y validación de un instrumento para medir habilidades de lenguaje académico en estudiantes de primaria . Invited paper in Special Edited Volume, M. Brisk & P. Proctor, Miríada Hispánica , (10), 177-202.
Uccelli, P., Galloway, E. P., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension. Reading Research Quarterly , 50 (3), 337-356. Publisher's VersionAbstract
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.
Dalton, B., Robinson, K., Lovvorn, J., Smith, B., Alvey, T., Mo, E., Uccelli, P., et al. (2015). Fifth-Grade Students’ Digital Retellings and the Common Core. The Elementary School Journal , 115, 000-000.
Galloway, E., Stude, J., & Uccelli, P. (2015). Adolescents’ metalinguistic reflections on the academic register in speech and writing. Linguistics and Education , 31.
Galloway, E., & Uccelli, P. (2015). Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: insights into later productive language skills that support academic writing. Reading and Writing , 28.
2014
Uccelli, P. (2014). Aprendiendo a narrar en español: interrelaciones entre destrezas gramaticales y discursivas en la expresión de la temporalidad entre los 2 y los 3 años. . In R. B. Villanueva (Ed.), Las narrativas y su impacto en el desarrollo lingüístico infantil (pp. 79-110) . México, DF: El Colegio de México (Estudios de Lingüística). ISBN 978 607 462 736 7.
Uccelli, P., Barr, C., Dobbs, C., Galloway, E., Meneses, A., & Sanchez, E. (2014). Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners. Applied Psycholinguistics , in press.
2013
Uccelli, P., & Pan, B. A. (2013). Semantic development. In J. Berko-Gleason & N. B. Ratner (Ed.), The development of language . Boston, MA: Allyn and Bacon/Merrill.
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students. Written Communication , 30 (1), 36-62. Publisher's VersionAbstract
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.
2012
Uccelli, P.,, Boix Mansilla, V., & L., P. M. (2012). How can we best teach new languages? Considering core principles in language B instruction. In V. Boix Mansilla (Ed.), Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding . Cardiff: International Baccalaureate.
Uccelli, P. (2012). Teaching language A with deep understanding in mind. In V. Boix Mansilla (Ed.), Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding . Cardiff: International Baccalaureate.
Uccelli, P., & Phillips Galloway, E. (2012). Supporting deep reading comprehension of academic texts through text dependent questions: A Guide for practitioners. . Report to the New York City, Department of Education. New York: NYC-DOE.

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