Audrey Lucero, Ph.D.
Audrey Lucero, Ph.D.
Associate Professor of Education, University of Oregon
Verified email at - Homepage
Cited by
Cited by
Demands and opportunities: Analyzing academic language in a first grade dual language program
A Lucero
Linguistics and Education 23 (3), 277-288, 2012
Building systems of support for classroom teachers working with English language learners
AM Elfers, A Lucero, T Stritikus, MS Knapp
International Multilingual Research Journal 7 (2), 155-174, 2013
Cross‐linguistic lexical, grammatical, and discourse performance on oral narrative retells among young Spanish speakers
A Lucero
Child Development 86 (5), 1419-1433, 2015
Teachers’ use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students
A Lucero
Journal of Early Childhood Literacy 14 (4), 534-561, 2014
Dora's program: A constructively marginalized paraeducator and her developmental biliteracy program
A Lucero
Anthropology & Education Quarterly 41 (2), 126-143, 2010
Building systems of support for classroom teachers working with second language learners
AM Elfers, T Stritikus, K Percy Calaff, KS Von Esch, A Lucero, MS Knapp, ...
Seattle: University of Washington, 2009
Latino parents in dual language immersion programs: why are they so satisfied?
EM Olivos, A Lucero
International Journal of Bilingual Education and Bilingualism, 2018
Dual language teachers’ use of conventional, environmental, and personal resources to support academic language development
A Lucero
Bilingual Research Journal 38 (1), 107-123, 2015
The development of bilingual narrative retelling among Spanish–English dual language learners over two years
A Lucero
Language, speech, and hearing services in schools 49 (3), 607-621, 2018
Oral narrative retelling among emergent bilinguals in a dual language immersion program
A Lucero
International Journal of Bilingual Education and Bilingualism 21 (2), 248-264, 2018
Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools
CR Lochmiller, A Lucero, JN Lester
Journal of Research in International Education 15 (2), 155-174, 2016
Who’s holding el marcador? Peer linguistic mediation gone awry in a dual language classroom
A Lucero
Journal of Language, Identity & Education 14 (4), 219-236, 2015
Lengua Acádemica in First Grade: Expectations, Instructional Practices, and Teacher Resources
A Lucero
University of Washington, 2011
Reforzando las Redes: Supporting Latina/o Undergraduates at a State Flagship University
A Lucero, AA Dorantes, C Holguin Mendoza, L Romero Montaño
Journal of Hispanic Higher Education 18 (4), 295-316, 2019
Narrative assessments with first grade Spanish-English emergent bilinguals: Spontaneous versus retell conditions
A Lucero, Y Uchikoshi
Narrative Inquiry 29 (1), 137-156, 2019
How much is enough? Evaluating intervention implementation efficiently
R Fritz, B Harn, G Biancarosa, A Lucero, KB Flannery
Assessment for Effective Intervention 44 (2), 135-144, 2019
Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University
C Holguín Mendoza, A Taylor, L Romero Montaño, A Lucero, A Dorantes
Journal of Latinos and Education, 1-16, 2021
The English referencing behaviors of first-and second-grade Spanish–English emergent bilinguals in oral narrative retells
A Lucero, K Donley, B Bermúdez
Applied Psycholinguistics 42 (5), 1243-1261, 2021
Journal of Bilingual Education Research & Instruction
A Lucero
Journal of Bilingual Education Research & Instruction 2016 Volume 18 (1) 18 …, 2016
Integrating English Learner Needs in an Elementary Teacher Education Program: Moving Forward
M Varghese, A Lucero, KS Von Esch
Education Matters: The Journal of Teaching and Learning 2 (1), 2014
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