| Multimodality in the new content standards era: Implications for English learners S Grapin Tesol Quarterly 53 (1), 30-55, 2019 | 169 | 2019 |
| Science and language integration with English learners: A conceptual framework guiding instructional materials development O Lee, L Llosa, S Grapin, A Haas, M Goggins Science Education 103 (2), 317-337, 2019 | 143 | 2019 |
| The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches O Lee, SE Grapin Journal of research in science teaching 59 (7), 1301-1309, 2022 | 38 | 2022 |
| Precision: Toward a meaning-centered view of language use with English learners in the content areas SE Grapin, L Llosa, A Haas, M Goggins, O Lee Linguistics and Education 50, 71-83, 2019 | 36 | 2019 |
| Developing instructional materials aligned to the next generation science standards for all students, including English learners A Haas, R Januszyk, SE Grapin, M Goggins, L Llosa, O Lee Journal of Science Teacher Education 32 (7), 735-756, 2021 | 30 | 2021 |
| Rethinking instructional strategies with English learners in the content areas SE Grapin, L Llosa, A Haas, O Lee TESOL journal 12 (2), e557, 2021 | 25 | 2021 |
| Toward an integrative framework for understanding multimodal L2 writing in the content areas SE Grapin, L Llosa Journal of Second Language Writing 47, 100711, 2020 | 24 | 2020 |
| How fifth-grade English learners engage in systems thinking using computational models A Haas, SE Grapin, D Wendel, L Llosa, O Lee Systems 8 (4), 47, 2020 | 19 | 2020 |
| A disciplinary perspective on translanguaging AE Pierson, SE Grapin Bilingual Research Journal 44 (3), 318-334, 2021 | 17 | 2021 |
| How the NGSS science instructional shifts and language instructional shifts support each other for English learners: Talk in the science classroom O Lee, S Grapin, A Haas Language, Literacy, and Learning in the STEM Disciplines, 35-52, 2018 | 15 | 2018 |
| WIDA English language development standards framework, 2020 edition: Key shifts and emerging tensions SE Grapin, O Lee TESOL quarterly 56 (2), 827-839, 2022 | 14 | 2022 |
| Affordances of computational models for English learners in science instruction: Conceptual foundation and initial inquiry SE Grapin, L Llosa, A Haas, O Lee Journal of Science Education and Technology 31, 52-67, 2022 | 12 | 2022 |
| Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021). SE Grapin Journal of Research in Science Teaching 58 (5), 2021 | 12 | 2021 |
| Dynamic assessment of English learners in the content areas: An exploratory study in fifth‐grade science SE Grapin, L Llosa TESOL quarterly 56 (1), 201-229, 2022 | 10 | 2022 |
| Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science SE Grapin, L Llosa, O Lee Journal of Language, Identity & Education, 1-16, 2022 | 9 | 2022 |
| Multimodal tasks to assess English learners and their peers in science SE Grapin, L Llosa Educational Assessment 27 (1), 46-70, 2022 | 9 | 2022 |
| Beyond general-purpose talk moves S Grapin, A Haas, M Goggins, L Llosa, O Lee Science and Children 57 (4), 36-43, 2019 | 9 | 2019 |
| Language for specific purposes testing: a historical review SE Grapin Studies in Applied Linguistics and TESOL 17 (2), 2017 | 9 | 2017 |
| Integrating crosscutting concepts into science instruction M Goggins, A Haas, S Grapin, L Llosa, O Lee Science and children 57 (2), 56-61, 2019 | 8 | 2019 |
| Assessment of English learners and their peers in the content areas: Expanding what “counts” as evidence of content learning SE Grapin Language Assessment Quarterly 20 (2), 215-234, 2023 | 7 | 2023 |
