The Language Demands of Analytical Reading and Writing at School

Uccelli, Paola

doi:10.1177/07410883221148727

Cited by 4 publications

(2 citation statements)

References 82 publications

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“…The MLL framework appears to be a fruitful and in-depth way to reveal patterns of students' unique strengths in composing written texts. As students progress through school, language demands increase parallel to disciplinary content demands (Uccelli, 2023). All students, especially those with SLDs, will benefit from strategies to manage these demands, as well as carefully curated writing environments (Dockrell et al, 2009).…”

Section: Future Directions and Conclusionmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.

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Section: Future Directions and Conclusionmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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“…To better understand the academic register used in Laura's social studies classroom, as well as students' comprehension of it, this study draws on Uccelli and colleagues' core academic/analytical language skills conceptual framework (CALS; Uccelli, 2023;Uccelli et al, 2015). CALS describes the language skills readers need to comprehend academic texts, including at the sentence level.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Exploring teacher and student knowledge of sentence‐level language features

Knecht

Larson²,

Townsend

2023

J Adolescent & Adult Lit

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Proficiency with sentence‐level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline‐specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence‐level features. This qualitative case study explores how a sixth‐grade social studies teacher developed knowledge of sentence‐level features and implemented sentence‐level instruction through a professional learning inquiry, as well as how 3 sixth‐grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence‐level features in the teacher participant was essential to effective, discipline‐specific instruction in sentence‐level features. Additionally, explicit instruction in sentence‐level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences.

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