Thorne, C., Morla, K., Uccelli, P., Nakano, T., Mauchi, B., Landeo, L., Vasquez, A., et al. (2012). Efecto de una plataforma virtual en comprensión de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primaria. Revista de Psicología (PUCP) , 31, 3-35.
Dalton, B., Proctor, C., Uccelli, P., Mo, E., & Snow, C. (2011). Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students. Journal of Literacy Research - J LIT RES , 43, 68-100.
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.
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In D. R. Olson & N. Torrance (Ed.), The Cambridge handbook of literacy (pp. 112-133) . Cambridge: Cambridge University Press.
Snow, C. E., & Uccelli, P. (2009). The Challenge of Academic Language. In D. R. Olson & N. E. Torrance (Ed.), The Cambridge Handbook of Literacy (pp. 112–133) . Cambridge University Press.
Uccelli, P. (2009). Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives. Journal of child language , 36, 929-66.
Proctor, C., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., & Neugebauer, S. (2009). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing , 24, 517-544.
Uccelli, P., & Snow, C. (2008). A Research Agenda for Educational Linguistics. In The Handbook of Educational Linguistics (pp. 626-642) . John Wiley & Sons, Ltd. Publisher's VersionAbstract
Summary This chapter contains section titled: The Main Streams of Work in Educational Linguistics What are the Desired Educational Outcomes? What do Teachers Need to Know about Language? How do We Foster the Desired Linguistic Outcomes for Students and Teachers? Conclusion
Uccelli, P. (2008). Beyond Chronicity: Evaluation and Temporality in Spanish-Speaking Children's Personal Narratives. In A. McCabe, A. L. Bailey, & G. E. Melzi (Ed.), Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion (pp. 175–212) . Cambridge University Press.
Uccelli, P., Hemphill, L., Pan, B., & Snow, C. (2005). Conversing with toddlers about the nonpresent: Precursors to narrative development in two genres. In L. Balter & C. Tamis-LeMonda, C. (Eds.). In Child psychology: A handbook of contemporary issues (pp. 215-236) . New York, NY: Psychology Press.
Hemphill, L., Uccelli, P., Winner, K., Chang, C. - J., & Bellinger, D. (2002). Narrative Discourse in Young Children With Histories of Early Corrective Heart Surgery. Journal of speech, language, and hearing research : JSLHR , 45, 318-31.
Ordóñez, C., Barriga, R., Snow, C., Uccelli, P., Shiro, M., & Schnell, B. (2001). Sintaxis y discurso. Dos áreas de investigación en la adquisición del español oral. Revista Latina de Pensamiento y Lenguaje , 9 (2), 131-163.
Shiro, M., Uccelli, P., Ordóñez, C., Barriga, R., Snow, C., & Schnell, B. (2000). Learning to talk: A partial review of research on Spanish language development. IASCL 1999.