Paola Uccelli, Ph.D. - Publications

Affiliations: 
Harvard University, Cambridge, MA, United States 
Area:
Early literacy, bilingual language development

31 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2020 Phillips Galloway E, Uccelli P, Aguilar G, Barr CD. Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners Aera Open. 6: 233285841989257. DOI: 10.1177/2332858419892575  0.616
2020 MacFarlane M, Barr C, Uccelli P. Core Academic Language Skills: validating a construct in linguistically dissimilar settings Language Learning Journal. 1-14. DOI: 10.1080/09571736.2019.1705880  0.553
2020 Qin W, Uccelli P. Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts Assessing Writing. 45: 100465. DOI: 10.1016/J.Asw.2020.100465  0.51
2020 Aguilar G, Uccelli P, Galloway EP. Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension Tesol Quarterly. DOI: 10.1002/Tesq.570  0.573
2020 Galloway EP, McClain JB, Uccelli P. Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding Reading Research Quarterly. 55. DOI: 10.1002/Rrq.359  0.557
2019 Uccelli P, Deng Z, Phillips Galloway E, Qin W. The Role of Language Skills in Mid-Adolescents’ Science Summaries Journal of Literacy Research. 51: 357-380. DOI: 10.1177/1086296X19860206  0.587
2019 Barr CD, Uccelli P, Phillips Galloway E. 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: 978-1021. DOI: 10.1111/Lang.12365  0.589
2019 Jones SM, LaRusso M, Kim J, Yeon Kim H, Selman R, Uccelli P, Barnes SP, Donovan S, Snow C. Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools Journal of Research On Educational Effectiveness. 12: 448-483. DOI: 10.1080/19345747.2019.1615155  0.661
2019 Uccelli P, Phillips Galloway E, Aguilar G, Allen M. Amplifying and affirming students’ voices through CALS-informed instruction Theory Into Practice. 59: 75-88. DOI: 10.1080/00405841.2019.1665413  0.522
2019 Kim YG, Petscher Y, Uccelli P, Kelcey B. Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality. Journal of Educational Psychology. DOI: 10.1037/Edu0000430  0.559
2019 Phillips Galloway E, Uccelli P. Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology. 111: 15-31. DOI: 10.1037/Edu0000276  0.588
2019 Qin W, Uccelli P. Metadiscourse: Variation across communicative contexts Journal of Pragmatics. 139: 22-39. DOI: 10.1016/J.Pragma.2018.10.004  0.454
2019 Phillips Galloway E, Qin W, Uccelli P, Barr CD. 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: 13-44. DOI: 10.1007/S11145-019-09942-X  0.572
2018 Uccelli P, Demir-Lira ÖE, Rowe ML, Levine S, Goldin-Meadow S. Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence. Child Development. PMID 29359315 DOI: 10.1111/Cdev.13034  0.67
2018 Phillips Galloway E, Uccelli P. Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries Reading and Writing. 32: 729-759. DOI: 10.1007/S11145-018-9880-3  0.637
2017 Meneses A, Uccelli P, Santelices MV, Ruiz M, Acevedo D, Figueroa J. Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence From Chilean Early Adolescents Reading Research Quarterly. 53: 223-247. DOI: 10.1002/Rrq.192  0.632
2016 LaRusso M, Kim HY, Selman R, Uccelli P, Dawson T, Jones S, Donovan S, Snow C. Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension Journal of Research On Educational Effectiveness. 9: 201-222. DOI: 10.1080/19345747.2015.1116035  0.718
2016 Qin W, Uccelli P. Same language, different functions: A cross-genre analysis of Chinese EFL learners' writing performance Journal of Second Language Writing. 33: 3-17. DOI: 10.1016/J.Jslw.2016.06.001  0.563
2016 Uccelli P, Phillips Galloway E. Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students’ Reflections About Language Journal of Adolescent & Adult Literacy. 60: 395-404. DOI: 10.1002/Jaal.553  0.653
2015 Dalton B, Robinson KH, Lovvorn JF, Smith BE, Alvey T, Mo E, Uccelli P, Proctor CP. Fifth-grade students’ digital retellings and the Common Core: Modal use and design intentionality Elementary School Journal. 115: 548-569. DOI: 10.1086/681969  0.662
2015 Phillips Galloway E, Stude J, Uccelli P. Adolescents' metalinguistic reflections on the academic register in speech and writing Linguistics and Education. 31: 221-237. DOI: 10.1016/J.Linged.2014.10.006  0.585
2015 Galloway EP, Uccelli P. 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: 797-828. DOI: 10.1007/S11145-015-9550-7  0.605
2015 Uccelli P, Galloway EP, Barr CD, Meneses A, Dobbs CL. Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension Reading Research Quarterly. 50: 337-356. DOI: 10.1002/Rrq.104  0.685
2014 Uccelli P, Barr CD, Dobbs CL, Galloway EP, Meneses A, Sánchez E. Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners Applied Psycholinguistics. 36: 1077-1109. DOI: 10.1017/S014271641400006X  0.608
2013 Uccelli P, Dobbs CL, Scott J. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students Written Communication. 30: 36-62. DOI: 10.1177/0741088312469013  0.607
2011 Dalton B, Proctor CP, Uccelli P, Mo E, Snow CE. 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. 43: 68-100. DOI: 10.1177/1086296X10397872  0.738
2011 Proctor CP, Dalton B, Uccelli P, Biancarosa G, Mo E, Snow C, Neugebauer S. Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders Reading and Writing. 24: 517-544. DOI: 10.1007/S11145-009-9218-2  0.628
2009 Uccelli P. Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives. Journal of Child Language. 36: 929-66. PMID 19224651 DOI: 10.1017/S0305000908009288  0.403
2009 Proctor CP, Uccelli P, Dalton B, Snow CE. Understanding depth of vocabulary online with bilingual and monolingual children Reading and Writing Quarterly. 25: 311-333. DOI: 10.1080/10573560903123502  0.772
2008 Uccelli P, Snow C. A Research Agenda for Educational Linguistics The Handbook of Educational Linguistics. 626-642. DOI: 10.1002/9780470694138.ch44  0.454
2007 Uccelli P, Páez MM. 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. PMID 17625049 DOI: 10.1044/0161-1461(2007/024)  0.753
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