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2015
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.
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.
2011
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.
2009
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.
2008
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.
2007
Uccelli, P., & Páez, M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills. Language, speech, and hearing services in schools , 38, 225-36.
2005
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.

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