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The language for school reading: CALS

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Why so many adolescents struggle with reading? To help answer why so many adolescents struggle with literacy, Paola Uccelli in collaboration with Christopher Barr and Emily Phillips Galloway proposed the construct Core Academic Language Skills (CALS) and...

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

Journal Article

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...

Multilingual and multicultural learners: Development in more than one language

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Dual Language Learners Our studies with Spanish/English bilingual learners document the positive contribution of Spanish language skills and practices to English language and literacy for U.S. students. In addition to evidence that highlights the need to...

Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners

Journal Article

Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers

Journal Article

Core Academic Language Skills: validating a construct in linguistically dissimilar settings

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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

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Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents

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Adolescents’ metalinguistic reflections on the academic register in speech and writing

Journal Article

Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students' Reflections About Language

Journal Article

El lenguaje académico como catalizador de la equidad en la educación escolar.

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