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Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners
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Phillips Galloway, Emily; Uccelli, Paola; Aguilar, Gladys; Barr, Christopher D. – AERA Open, 2020
In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and…
Descriptors: Contrastive Linguistics, Spanish, Academic Language, Language Skills
Toward Biliteracy: Unpacking the Contribution of Mid-Adolescent Dual Language Learners' Spanish and English Academic Language Skills to English Reading Comprehension
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Aguilar, Gladys; Uccelli, Paola; Galloway, Emily Phillips – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic…
Descriptors: Literacy, Bilingualism, Spanish, English (Second Language)
Academic Language as a Predictor Of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence from Chilean Early Adolescents
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Meneses, Alejandra; Uccelli, Paola; Santelices, María Verónica; Ruiz, Marcela; Acevedo, Daniela; Figueroa, Javiera – Reading Research Quarterly, 2018
Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that…
Descriptors: Reading Achievement, Foreign Countries, Academic Discourse, Reading Comprehension
Improving Comprehension Online: Effects of Deep Vocabulary Instruction with Bilingual and Monolingual Fifth Graders
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Proctor, C. Patrick; Dalton, Bridget; Uccelli, Paola; Biancarosa, Gina; Mo, Elaine; Snow, Catherine; Neugebauer, Sabina – Reading and Writing: An Interdisciplinary Journal, 2011
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…
Descriptors: Control Groups, Intervention, Vocabulary, Reading Strategies
Emerging Temporality: Past Tense and Temporal/Aspectual Markers in Spanish-Speaking Children's Intra-Conversational Narratives
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Uccelli, Paola – Journal of Child Language, 2009
This study describes how young Spanish-speaking children become gradually more adept at encoding temporality using grammar and discourse skills in intra-conversational narratives. The research involved parallel case studies of two Spanish-speaking children followed longitudinally from ages two to three. Type/token frequencies of verb tense,…
Descriptors: Speech Communication, Verbs, Morphemes, Discourse Analysis
Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students
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Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E. – Journal of Literacy Research, 2011
This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…
Descriptors: Reading Comprehension, Bilingual Students, Speech Communication, Reading Achievement