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What we do

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Educational Research 

In our research we focus on language and literacy development in classroom contexts. These projects include: 

Middle Childhood Language and Literacy Development in Multilingual Learners and their classmates

We study how language skills that support monolingual and multilingual students to participate in learning at school, known as Academic Language skills, develop for students in grades 4 to 8th grade. Our research suggests that these skills develop rapidly during this period, but that there is much variation in this development. 

Associated Publications from LLLE and from work with our collaborators: 

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Phillips Galloway, E., Uccelli, P., Aguilar, G.*, & Barr, C. (2020). Exploring the Contribution of A Cross-Linguistic Construct of Academic Language to Text Comprehension for Middle Grade Dual Language Learners. AERA Open.

 

Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The Role of Cross-Disciplinary Academic Language Skills in Disciplinary Writing: Exploring the Contribution of Core Academic Language Skills to Science Summarization for Middle Grade Writers. Reading and Writing: An Interdisciplinary Journal.

 

Phillips Galloway, E., & Uccelli, P. (2019). Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology, 111(1), 15.

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The Role of Academic Language Skills Reading and Writing Development 

Associated Publications from LLLE and from work with our collaborators: 

 

Phillips Galloway, E., McClain, J.*, & Uccelli, P. (Accepted). Broadening conceptualizations of language comprehension: A multifaceted perspective on the role of academic language in text understanding. Reading Research Quarterly. 

 

Phillips Galloway, E., Uccelli, P., Aguilar, G.*, & Barr, C. (2020). Exploring the Contribution of A Cross-Linguistic Construct of Academic Language to Text Comprehension for Middle Grade Dual Language Learners. AERA Open.

 

Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. (2019). The Role of Cross-Disciplinary Academic Language Skills in Disciplinary Writing: Exploring the Contribution of Core Academic Language Skills to Science Summarization for Middle Grade Writers. Reading and Writing: An Interdisciplinary Journal.

 

Phillips Galloway, E., & Uccelli, P. (2019). Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers. Journal of Educational Psychology, 111(1), 15.

 

Phillips Galloway, E. & Uccelli, P. (2019). Beyond reading comprehension: Exploring the additional contribution of academic language skills to early adolescents’ source-based writing. Reading and Writing: An Interdisciplinary Journal, 1-31.

 

Uccelli, P., & Phillips Galloway, E. (2017). Academic Language Across Content Areas: Lessons from an Innovative Assessment and from Students’ Reflections About Language. Journal of Adolescent & Adult Literacy, 60(4), 395-404.[2]

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Metalinguistic Skills

Associated Publications from LLLE and from work with our collaborators: 

 

Meston, H.*, Phillips Galloway, E. & McClain, J.B.* (Accepted). Conceptualizing Conversation: Educators’ and Students’ Diverging Views of Academic Discussion. Journal of Adolescent and Adult Literacy. 

 

Phillips Galloway, E., & McClain, J.*(Accepted). “Ours is best because we thought about sentences together”: Examining strategies for collective academic discourse learning in peer-to-peer small group discussions. The Reading Teacher. 

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Phillips Galloway, E., Dobbs, C., Olivo, M., & Madigan, C. (2019). ‘You can…’: An Examination of Linguistically-Diverse Learners’ Development of Metalanguage and Agency as Language Users within Academic Language Units. Linguistics and Education, 50, 13-24.  

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Phillips Galloway, E., Stude, J., & Uccelli, P. (2015). Adolescents’ metalinguistic reflections on the academic register in speech and writing. Linguistics and Education, 31, 221-237.

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Partnerships with Educators & Districts 

LLLE3 members are all actively involved in collaborations with districts, school leaders, educators and students in k-12 and University settings. 

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