Browsing by Author "Uccelli, Paola"
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- ItemAcademic Language as a Predictor ofreading Comprehension in Monolingual Spanish-speakingreaders: Evidence From Chilean Early Adolescents(2018) Meneses, Alejandra; Uccelli, Paola; Veronica Santelices, Maria; Ruiz, Marcela; Acevedo, Daniela; Figueroa Miralles, Javiera
- ItemBeyond Vocabulary : exploring Cross-Disciplinary Academic-Language Proficiency and Its Association WithReading Comprehension(2015) Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L.
- ItemCore academic language skills (CALS): an expanded operational construct and a novel instrument to chart school relevant language proficiency in preadolescent and adolescent learners(2015) Uccelli, Paola; Barr, Christopher D.; Dobbs, Christina L.; Phillips Galloway, Emily; Meneses, Alejandra; Sánchez, Emilio
- ItemCore academic language skills : an expanded operational construct and a novel instrument to chart schoolrelevant language proficiency in preadolescent and adolescent learners(2014) Uccelli, Paola; Barr, Chritopher D.; Dobbs, Christina L.; Galloway, Emily Phillips; Meneses, Alejandra; Sánchez, Emilio
- ItemEl lenguaje académico como catalizador de la equidad en la educación escolar(The Wac Clearinghouse, 2021) Meneses, Alejandra; Uccelli, Paola; Ruiz, MarcelaActualmente, el aprendizaje de la escritura académica se considera un requisito fundamental para desenvolverse adecuadamente en contextos especializados de comunicación. Sin embargo, muchos estudiantes llegan a la universidad sin las habilidades de lenguaje necesarias para participar exitosamente en actividades de aprendizaje y evaluación. Las nuevas políticas educativas han promovido un acceso masivo a la educación superior, lo que ha aumentado la diversidad lingüística en el aula y con ello los desafíos de enseñanza del lenguaje académico. Si bien se cuenta con numerosos estudios sobre escritura académica en niveles universitarios, el desarrollo del lenguaje académico en edades escolares ha sido escasamente investigado. En este capítulo, se presenta el constructo de lenguaje académico transdisciplinar, así como evidencias empíricas sobre los desempeños de escolares chilenos. Además, se releva la contribución de estos desempeños en la comprensión lectora y en el aprendizaje de las disciplinas. El lenguaje académico es propuesto como catalizador de la equidad en contextos escolares.
- ItemHabilidades de lenguaje académico y su aplicación con la comprensión de la lectura en la escuela primaria y media : un nuevo constructo operacional(2015) Uccelli, Paola; Meneses, Alejandra
- ItemHabilidades de lenguaje académico y su asociación con la comprensión de lectura en la escuela primaria y media: un nuevo constructo operacional(2015) Uccelli, Paola; Meneses, Alejandra
- ItemLenguajes para el aprendizaje(2021) Meneses, Alejandra; Hugo Rojas, Evelyn Susana; Uccelli, Paola; Pontificia Universidad Católica de Chile; Harvard Graduate School of Education
- ItemMultilingual Contributions to Writing Research: Towards an Equal Academic Exchange(University Press of Colorado, 2021) Ávila Reyes, Natalia; Lillis, Theresa; Broad, Bob; Meneses, Alejandra; Uccelli, Paola; Ruiz, Marcela; Bazerman, Charles; Brasil Tonelli, Jaci; Lousada, Eliane G.; Donoso, Alejandra; Österberg, Rakel; Sologuren, Enrique; Eisner, Laura; López Pérez, Olga; Chávez López, Joanna Koral; Mullin, Joan; Rieman, Jan; Narváez, Elizabeth; González, Blanca; García, Luz Ángela; Gómez, Marisol; Luengas, Ingrid; Jiménez, Hermínsul; Navarro, Federico; Uribe Gajardo, Fernanda; Montes, Soledad; Lovera Falcón, Pablo; Mora Aguirre, Bárbara; Sologuren Insúa, Enrique; Álvarez, Martín; Castro Acuña, Claudia; Vargas Pérez, Sebastián; Moyano, Estela Inés; Vian, Orlando Jr.; Blanco Fernández, Juana María; Ávila Reyes, NataliaThis edited collection offers chapters based on presentations at the Second Latin American Association of Writing Studies in Higher Education and Professional Contexts International Congress (II ALES) held in Santiago, Chile, in 2018. Together, the contributors to the collection—drawn from nine countries and writing in three languages—highlight the many perspectives, resources, and traditions that enrich and expand international conversations about writing, writing instruction, and writing research. The multiple locations from which the chapters in this collection emerge contribute significantly to the situated findings and concerns they address, with the authors of each chapter considering the social, lingual, and institutional contexts shaping their work. Drawing on both robust traditions and cutting-edge research, this collection makes a distinctive contribution to discussions of writing in and beyond Latin America.
- ItemTeacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk(Elsevier Ltd, 2023) Meneses, Alejandra; Uccelli, Paola; Valeri, Linda© 2022Although the relation between child-caregiver non-present talk and children's language and literacy development has been extensively studied, scarce research has examined the contributions of teacher talk's conceptual, interactive, and linguistic dimensions to early literacy. Using fine-grained linguistic analysis, lessons from 16 Chilean classrooms from Pre-K to 2nd grade were coded for: conceptual (non-instructional, instructional present, instructional non-present), interactive (teacher-student talk ratio), linguistic (syntactic complexity, lexical diversity). Students were administered baseline and end-of-year literacy assessments (n=343). Controlling for school, classroom, and individual-level factors, HLM analyses revealed a positive quadratic effect of teachers’ lexical diversity on early literacy gains and a negative effect of teacher-student talk ratio, such that classrooms with greater teacher participation in instructional non-present talk tended to display lower literacy gains. A significant interaction revealed that at greater levels of teacher participation, teachers’ higher lexical diversity negatively impacted literacy gains.