Most widely held works by Michael Pressley
Reading instruction that works : the case for balanced teaching by Michael Pressley ( Book )
16 editions published between 1998 and 2007 in English and held by 1,207 libraries worldwide
An in-depth guide to effective literacy instruction in the elementary grades. Michael Pressley explains the theoretical underpinnings of recommended strategies and techniques and shows how teachers actually put them into practice.
Learning to read : lessons from exemplary first-grade classrooms ( Book )
2 editions published in 2001 in English and held by 921 libraries worldwide
An important goal in every first-grade classroom is to get children reading -- but how? This book examines current research on first-grade literacy instruction, and shows how it translates into what good teachers really do in the classroom. The authors, premier early literacy scholars and educators, take readers directly into the classrooms of five highly successful teachers, exploring the reading, writing, and classroom management techniques these practitioners use to boost student engagement and achievement. The book provides a vivid picture of the complexities of successful teaching.
Best practices in literacy instruction ( Book )
12 editions published between 2003 and 2007 in English and held by 766 libraries worldwide
Now in a revised and updated second edition, this bestselling book guides teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience, and that were cited in the International Reading Association's 2002 position paper on evidence-based reading instruction. Leading researchers and practitioners review the latest findings on key areas of instruction and translate the research into easy-to-implement teaching strategies and ideas. Including updated coverage of early literacy, phonics, comprehension, assessment, adolescent literacy, and more, the second edition also features essential new chapters on vocabulary and fluency instruction.
Improving comprehension instruction : rethinking research, theory, and classroom practice ( Book )
5 editions published between 2002 and 2004 in English and held by 646 libraries worldwide
[This book] provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this ... volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading ... Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention. This ... resource provides teacher educators, teachers, school leaders, administrators, policymakers, and other educators with the tools they need to put in place meaning-enhanced literacy instruction that can empower children to fulfill their potential and become good readers and learners.-Dust jacket.
Comprehension instruction : research-based best practices ( Book )
1 edition published in 2002 in English and held by 644 libraries worldwide
Memory development between 2 and 20 by Wolfgang Schneider ( Book )
4 editions published in 1989 in English and held by 629 libraries worldwide
Cognitive strategy instruction that really improves children's academic performance by Michael Pressley ( Book )
9 editions published between 1990 and 1995 in English and Undetermined and held by 616 libraries worldwide
This completely rewritten and updated second edition presents the cognitive strategies empirically shown to improve competence in the elementary and middle school skills and content areas - decoding, reading comprehension, vocabulary, spelling, writing, science and mathematics. The expanded coverage includes a new chapter on strategies related to teaching science, and strategies to learn specific, often unconnected facts. Each chapter succinctly describes current validated teaching and learning strategies in that particular skill or content area, and the logic behind these strategies. References are provided in each chapter for the teacher who wants more information. A final chapter, "Getting Started Teaching Strategies," offers specific suggestions for teachers to follow in teaching and supporting strategies among their students.
Stories of beginning teachers : first-year challenges and beyond by Alysia D Roehrig ( Book )
3 editions published in 2002 in English and held by 570 libraries worldwide
Publisher's description: Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part I of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed. Part II contains stories of the teaching experience of participants in the University of Notre Dame's Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.
Shaping literacy achievement : research we have, research we need ( Book )
6 editions published in 2007 in English and held by 556 libraries worldwide
Verbal processes in children : progress in cognitive development research ( Book )
5 editions published in 1982 in English and held by 517 libraries worldwide
Cognitive learning and memory in children : progress in cognitive development research ( Book )
5 editions published in 1985 in English and held by 467 libraries worldwide
Basic processes in memory development : progress in cognitive development research ( Book )
6 editions published in 1985 in English and held by 448 libraries worldwide
Cognitive strategy research : educational applications ( Book )
6 editions published in 1983 in English and held by 433 libraries worldwide
Imagery and related mnemonic processes : theories, individual differences, and applications ( Book )
4 editions published in 1987 in English and held by 426 libraries worldwide
Cognitive strategy research : psychological foundations ( Book )
7 editions published in 1983 in English and held by 420 libraries worldwide
Cognitive strategy research : from basic research to educational applications ( Book )
5 editions published in 1989 in English and held by 363 libraries worldwide
Motivating primary-grade students ( Book )
2 editions published in 2003 in English and held by 353 libraries worldwide
Verbal protocols of reading : the nature of constructively responsive reading by Michael Pressley ( Book )
6 editions published between 1995 and 2009 in English and Undetermined and held by 323 libraries worldwide
Scaffolding student learning : instructional approaches and issues ( Book )
4 editions published in 1997 in English and held by 304 libraries worldwide
This volume explores the theory and practice of scaffolding - a style of instruction that provides students with the intellectual support to function at the cutting edge of their individual development. Scaffolding allows students to perform tasks that would be slightly beyond their ability without that assistance and guidance from the teacher. Rather than simply transmitting knowledge, teachers enter into conversational dialogues with students, helping them construct knowledge and understand and develop their thinking processes on instructional tasks. This book addresses the how-tos of scaffolding students who need support in learning and are at risk for failure, as well as strong students who are working to master difficult materials. In a larger sense, this unique and significant collection speaks to the issue of how best to mobilize school resources for student benefit.
Memory development between two and twenty by Wolfgang Schneider ( Book )
1 edition published in 1997 in English and held by 291 libraries worldwide
"In this second edition of Memory Development Between Two and Twenty, Schneider and Pressley completely update and expand on the "good information processing" perspective developed in the first edition. In this edition, the authors continue to argue that development of strategies and metamemory is critical to memory development. The representation and development of knowledge, however, receives much more complete treatment in this revision. In addition to revisiting traditional controversies in memory development in light of recent analyses, the authors also review the controversies that have emerged in the 1990s, including issues regarding children's eyewitness and autobiographical memories. This book provides comprehensive coverage of what has been and continues to be one of the most important research areas in the field of cognitive development, and what is becoming an important area of concern for many interested in applied developmental psychology."--BOOK JACKET.
Action research in education Alliance for Catholic Education (University of Notre Dame) Case studies Children--Language Church and education Cognition Cognition in children Cognition--Research Cognition--Research--Methodology Cognitive learning Community and college Concept learning Constructivism (Education) Education, Primary Educational psychology Educational tests and measurements First grade (Education) First year teachers Imagery (Psychology) Indiana Individual differences Knowledge, Theory of Language arts Language arts (Elementary) Learning Learning, Psychology of Lesson planning Literacy Literacy--Research Literature--Study and teaching (Elementary) Mathematics--Study and teaching (Elementary) Memory Memory in children Memory in children--Research Memory in youth Mnemonics Moral education Motivation in education Reading, Psychology of Reading (Elementary) Reading (Primary) Reading comprehension Reading--Research Teachers--Training of Teacher-student relationships Teaching Thought and thinking--Study and teaching (Elementary) Tutors and tutoring United States Verbal behavior
Pessley, Michael, 1951-
Pressley, George Michael
Pressley, Michael J.