The language for school reading: Core Academic Language Skills (CALS)
Bibliographic References tagged with The language for school reading: Core Academic Language Skills (CALS)
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Meneses, A., Uccelli, P., & Ruiz, M. (2020). El lenguaje académico como catalizador de la equidad en la educación escolar. (N. Á. Reyes, Ed.). Fort Collins: The WAC clearinghouse.
Meneses, A., Uccelli, P., & Ruiz, M. (2020). El lenguaje académico como catalizador de la equidad en la educación escolar. (N. Á. Reyes, Ed.). Fort Collins: The WAC clearinghouse.
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. https://doi.org/10.1002/jaal.553 (Original work published 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. https://doi.org/10.1002/jaal.553 (Original work published 2016)
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)
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., & 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. https://doi.org/10.1002/rrq.104
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. https://doi.org/10.1002/rrq.104
Galloway, E., Stude, J., & Uccelli, P. (2015). Adolescents’ metalinguistic reflections on the academic register in speech and writing. Linguistics and Education, 31. https://doi.org/10.1016/j.linged.2014.10.006 (Original work published 2015)
Galloway, E., Stude, J., & Uccelli, P. (2015). Adolescents’ metalinguistic reflections on the academic register in speech and writing. Linguistics and Education, 31. https://doi.org/10.1016/j.linged.2014.10.006 (Original work published 2015)
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. (Original work published 2014)
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. (Original work published 2014)
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)
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)
MacFarlane, M., Barr, C., & Uccelli, P. (2020). Core Academic Language Skills: validating a construct in linguistically dissimilar settings. The Language Learning Journal, 1-15. https://doi.org/10.1080/09571736.2019.1705880 (Original work published 2020)
MacFarlane, M., Barr, C., & Uccelli, P. (2020). Core Academic Language Skills: validating a construct in linguistically dissimilar settings. The Language Learning Journal, 1-15. https://doi.org/10.1080/09571736.2019.1705880 (Original work published 2020)