| Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility L Ascenzi-Moreno Language Arts 95 (6), 355-369, 2018 | 111 | 2018 |
| School leadership along the trajectory from monolingual to multilingual L Ascenzi-Moreno, S Hesson, K Menken Language and Education 30 (3), 197-218, 2016 | 75 | 2016 |
| An expanded view of translanguaging: Leveraging the dynamic interactions between a young multilingual writer and machine translation software S Vogel, L Ascenzi-Moreno, O García Plurilingualism in teaching and learning, 89-106, 2018 | 70 | 2018 |
| The role of translanguaging in computational literacies: Documenting middle school bilinguals' practices in computer science integrated units S Vogel, C Hoadley, L Ascenzi-Moreno, K Menken Proceedings of the 50th ACM technical symposium on computer science …, 2019 | 52 | 2019 |
| Opening up spaces for their whole selves: A case study group’s exploration of translanguaging practices in writing L Ascenzi-Moreno, CM Espinosa NYS Tesol Journal 5 (1), 10-29, 2018 | 50 | 2018 |
| Rooted in strength: Using translanguaging to grow multilingual readers and writers CM Espinosa, L Ascenzi-Moreno, O García Scholastic, 2021 | 45 | 2021 |
| A translanguaging pedagogy for writing: A CUNY-NYSIEB guide for educators C Espinosa, L Ascenzi-Moreno, S Vogel New York: The City of New York Univer sity, 2016 | 40 | 2016 |
| Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies? S Vogel, C Hoadley, AR Castillo, L Ascenzi-Moreno Computer Science Education 30 (4), 420-443, 2020 | 38 | 2020 |
| Always at the bottom: Ideologies in assessment of emergent bilinguals L Ascenzi-Moreno, K Seltzer Journal of Literacy Research 53 (4), 468-490, 2021 | 34 | 2021 |
| From deficit to diversity: How teachers of recently arrived emergent bilinguals negotiate ideological and pedagogical change L Ascenzi-Moreno Schools 14 (2), 276-302, 2017 | 34 | 2017 |
| Translanguaging and early childhood education in the USA: Insights from the CUNY-NYSIEB Project K Seltzer, L Ascenzi-Moreno, GY Aponte Inclusion, education and translanguaging: How to promote social justice in …, 2020 | 30 | 2020 |
| Bringing bilingualism to the center of guided reading instruction L Ascenzi‐Moreno, R Quiñones The Reading Teacher 74 (2), 137-146, 2020 | 28 | 2020 |
| An exploration of elementary teachers’ views of informal reading inventories in dual language bilingual programs L Ascenzi-Moreno Literacy research and instruction 55 (4), 285-308, 2016 | 27 | 2016 |
| A CUNY-NYSIEB framework for the education of ‘long-term English learners’: 6-12 grades L Ascenzi-Moreno, T Kleyn, K Menken New York, NY: City University of New York, 2013 | 23 | 2013 |
| Meeting the needs of long-term English language learners in high school, Phase II K Menken, T Kleyn, L Ascenzi-Moreno, N Chae, N Flores, A Funk Unpublished report for the Office of English Language Learners of the New …, 2009 | 17 | 2009 |
| 14 A Case Study of Bilingual Policy and Practices at the Cypress Hills Community School L Ascenzi-Moreno, N Flores | 14 | 2012 |
| Assessment in school from a translanguaging angle O García, L Ascenzi-Moreno Gegenwartige Sprachkontakte im Kontext der Migration, 119-130, 2016 | 13 | 2016 |
| Integrating coding and language arts: A view into sixth graders’ multimodal and multilingual learning L Ascenzi-Moreno, A Güílamo, S Vogel Voices from the Middle 27 (4), 47-52, 2020 | 12 | 2020 |
| A CUNY-NYSSIEB framework for the education of long-term English language learners: 6-12 grades L Ascension-Moreno, T Kleyn, K Menken CUNYNYSIEB Initiative on Emergent Bilinguals, 2013 | 9 | 2013 |
| Emergent bilingual middle schoolers’ syncretic reasoning in statistical modeling SC Radke, SE Vogel, JY Ma, C Hoadley, L Ascenzi-Moreno Teachers College Record 124 (5), 206-228, 2022 | 6 | 2022 |
Sara VogelCity University of New York在 cuny.edu 的电子邮件经过验证
