| Beyond vocabulary: Exploring cross‐disciplinary academic‐language proficiency and its association with reading comprehension P Uccelli, EP Galloway, CD Barr, A Meneses, CL Dobbs Reading research quarterly 50 (3), 337-356, 2015 | 345 | 2015 |
| Mastering academic language: Organization and stance in the persuasive writing of high school students P Uccelli, CL Dobbs, J Scott Written Communication 30 (1), 36-62, 2013 | 254 | 2013 |
| Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners P Uccelli, CD Barr, CL Dobbs, EP Galloway, A Meneses, E Sánchez Applied Psycholinguistics 36 (5), 1077-1109, 2015 | 249 | 2015 |
| Layering intermediate and disciplinary literacy work: Lessons learned from a secondary social studies teacher team CL Dobbs, J Ippolito, M Charner‐Laird Journal of Adolescent & Adult Literacy 60 (2), 131-139, 2016 | 63 | 2016 |
| Signaling organization and stance: Academic language use in middle grade persuasive writing CL Dobbs Reading and Writing 27, 1327-1352, 2014 | 62 | 2014 |
| Investigating Disciplinary Literacy: A Framework for Collaborative Professional Learning. CL Dobbs, J Ippolito, M Charner-Laird Harvard Education Press, 2017 | 38 | 2017 |
| The roles of teacher leaders in guiding PLCs focused on disciplinary literacy M Charner-Laird, J Ippolito, CL Dobbs Journal of School Leadership 26 (6), 975-1001, 2016 | 28 | 2016 |
| Scaling up professional learning: Technical expectations and adaptive challenges CL Dobbs, J Ippolito, M Charner-Laird Professional Development in education 43 (5), 729-748, 2017 | 26 | 2017 |
| Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary CL Dobbs, D Kearns Reading and Writing 29, 1817-1843, 2016 | 24 | 2016 |
| What literacy means in math class J Ippolito, CL Dobbs, M Charner-Laird The Learning Professional 38 (2), 66-70, 2017 | 20 | 2017 |
| DELICATE LAYERS of LEARNING J Ippolito, CL Dobbs, M Charner-Laird, JF Lawrence The Learning Professional 37 (2), 34, 2016 | 17 | 2016 |
| “Does this happen to everyone?”: Women professors of color reflect on experiences in the academy CL Dobbs, CM Leider International Journal of Qualitative Studies in Education 36 (7), 1371-1385, 2023 | 16 | 2023 |
| Bridge builders: Teacher leaders forge connections and bring coherence to literacy initiative J Ippolito, CL Dobbs, M Charner-Laird The Learning Professional 35 (3), 22, 2014 | 16 | 2014 |
| Beyond vocabulary: Core Academic Language Skills (CALS) that support text comprehension P Uccelli, E Phillips Galloway, C Barr, A Meneses, C Dobbs Reading Research Quarterly 50 (3), 261-359, 2015 | 15 | 2015 |
| Disciplinary literacy inquiry and instruction J Ippolito, CL Dobbs, M Charner-Laird Harvard Education Press, 2024 | 14 | 2024 |
| Expanding the notion of historical text through historic building analysis C Baron, C Dobbs Journal of Adolescent & Adult Literacy 58 (6), 462-471, 2015 | 14 | 2015 |
| Creative tension CL Dobbs, J Ippolito, M Charner-Laird Journal of staff development 37 (6), 28-31, 2016 | 13 | 2016 |
| A LangCrit analysis of teachers' beliefs about language learning and language diversity. CL Dobbs, CM Leider Journal of Multilingual Theories & Practices 2 (1), 2021 | 11 | 2021 |
| ‘You can…’: An examination of language-minoritized learners’ development of metalanguage and agency as users of academic language within a multivocal instructional approach EP Galloway, C Dobbs, M Olivo, C Madigan Linguistics and Education 50, 13-24, 2019 | 8 | 2019 |
| Planting seeds: To grow science disciplinary literacy skills we must layer basic and intermediate literacy skills across K–12 J Ippolito, C Condie, CL Dobbs, M Charner-Laird, J Blanchette Massachusetts Reading Association Primer 45 (2), 14-23, 2017 | 8 | 2017 |
