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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. https://doi.org/10.1111/lang.12365 (Original work published 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. https://doi.org/10.1111/lang.12365 (Original work published 2019)
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. https://doi.org/10.1007/s11145-019-09942-x (Original work published 2019)
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. https://doi.org/10.1007/s11145-019-09942-x (Original work published 2019)
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 22-39. https://doi.org/10.1016/j.pragma.2018.10.004 (Original work published 2019)
Qin, W., & Uccelli, P. (2019). Metadiscourse: Variation across communicative contexts. Journal of Pragmatics, 139, 22-39. https://doi.org/10.1016/j.pragma.2018.10.004 (Original work published 2019)
Grøver, Uccelli, P., Rowe, M., & Lieven, E. (2019). Learning through Language: Towards an Educationally Informed Theory of Language Learning. Cambridge University Press. https://doi.org/10.1017/9781316718537
Grøver, Uccelli, P., Rowe, M., & Lieven, E. (2019). Learning through Language: Towards an Educationally Informed Theory of Language Learning. Cambridge University Press. https://doi.org/10.1017/9781316718537
Uccelli, P. (2019). Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 95–109). Cambridge University Press. https://doi.org/10.1017/9781316718537.010
Uccelli, P. (2019). Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program. In V. Grøver, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 95–109). Cambridge University Press. https://doi.org/10.1017/9781316718537.010
2018
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. https://doi.org/10.1037/edu0000276 (Original work published 2018)
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. https://doi.org/10.1037/edu0000276 (Original work published 2018)
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. https://doi.org/10.1007/s11145-018-9880-3 (Original work published 2018)
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. https://doi.org/10.1007/s11145-018-9880-3 (Original work published 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. https://doi.org/10.1111/cdev.13034 (Original work published 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. https://doi.org/10.1111/cdev.13034 (Original work published 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 (Eds.), Second Language Acquisition: Methods, Perspectives and Challenges (pp. 63-94). Nova Science Publishers.
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 (Eds.), Second Language Acquisition: Methods, Perspectives and Challenges (pp. 63-94). Nova Science Publishers.
Uccelli, P., & Phillips Galloway. (2018). What educators need to know about academic language: Insights from recent research. In C. Temple Adger, C. E. Snow, & D. Christian (Eds.), What Teachers Need to Know About Language, (2nd ed., pp. 62-74). Bristol, UK: Multilingual Matters.
Uccelli, P., & Phillips Galloway. (2018). What educators need to know about academic language: Insights from recent research. In C. Temple Adger, C. E. Snow, & D. Christian (Eds.), What Teachers Need to Know About Language, (2nd ed., pp. 62-74). Bristol, UK: Multilingual Matters.
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. https://doi.org/10.1002/rrq.192 (Original work published 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. https://doi.org/10.1002/rrq.192 (Original work published 2017)
2016
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. https://doi.org/10.1016/j.jslw.2016.06.001 (Original work published 2016)
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. https://doi.org/10.1016/j.jslw.2016.06.001 (Original work published 2016)