WorldCat Identities

Pressley, Michael

Overview
Works: 137 works in 463 publications in 4 languages and 15,511 library holdings
Genres: Case studies 
Roles: Author, Editor, Other, Honoree
Classifications: BF723.M4, 155.413
Publication Timeline
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Most widely held works by Michael Pressley
Reading instruction that works : the case for balanced teaching by Michael Pressley( Book )

36 editions published between 1998 and 2015 in 4 languages and held by 1,784 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t
Memory development between 2 and 20 by Wolfgang Schneider( Book )

26 editions published between 1988 and 2015 in English and held by 956 WorldCat member 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."--Jacket
Learning to read : lessons from exemplary first-grade classrooms( Book )

2 editions published in 2001 in English and held by 925 WorldCat member 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 by Linda B Gambrell( Book )

14 editions published between 2003 and 2007 in English and held by 810 WorldCat member 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
Cognitive strategy instruction that really improves children's academic performance by Michael Pressley( Book )

16 editions published between 1990 and 2000 in English and Undetermined and held by 755 WorldCat member 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
Improving comprehension instruction : rethinking research, theory, and classroom practice( Book )

5 editions published in 2002 in English and held by 666 WorldCat member libraries worldwide

Teaching students to comprehend the content and meaning of what they read can be a complex and challenging process; it is also an urgent educational priority
Comprehension instruction : research-based best practices( Book )

5 editions published between 2001 and 2002 in English and held by 650 WorldCat member libraries worldwide

This comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. Coverage includes such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings. - Publisher
Stories of beginning teachers : first-year challenges and beyond by Alysia D Roehrig( Book )

4 editions published in 2002 in English and held by 570 WorldCat member 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
Verbal processes in children : progress in cognitive development research by Charles J Brainerd( Book )

14 editions published in 1982 in English and Undetermined and held by 508 WorldCat member libraries worldwide

Shaping literacy achievement : research we have, research we need( Book )

9 editions published in 2007 in English and held by 487 WorldCat member libraries worldwide

In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This book brings together leading authorities to address these questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers a critique of Reading First as well as practical recommendations for improving future policies. --From publisher's description
Cognitive learning and memory in children : progress in cognitive development research by Michael Pressley( Book )

14 editions published between 1985 and 1986 in English and held by 466 WorldCat member libraries worldwide

Basic processes in memory development : progress in cognitive development research by Charles J Brainerd( Book )

11 editions published in 1985 in English and held by 443 WorldCat member libraries worldwide

Cognitive strategy research : educational applications by Michael Pressley( Book )

14 editions published in 1983 in English and German and held by 436 WorldCat member libraries worldwide

Imagery and related mnemonic processes : theories, individual differences, and applications by Mark A McDaniel( Book )

9 editions published in 1987 in English and held by 418 WorldCat member libraries worldwide

Cognitive strategy research : psychological foundations by Michael Pressley( Book )

11 editions published in 1983 in English and held by 408 WorldCat member libraries worldwide

Cognitive strategy research : from basic research to educational applications by Christine B McCormick( Book )

11 editions published in 1989 in English and held by 364 WorldCat member libraries worldwide

Highly regarded experts review the state of the art in cognitive strategy research with an emphasis on the transition from laboratory to educational contexts. Basic research on models of competent learning are discussed, as well as specific instructional applications in educational domains such as reading, writing, mathematics and science. Fresh perspectives and innovative suggestions for teacher training and educational reform are proffered. Researchers in psychology and education as well as teacher educators and educational practitioners interested in becoming well-versed in current cognitive strategy research will benefit from the interdisciplinary nature and comprehensiveness of Cognitive Strategy Research: From Basic Issues to Educational Applications
Motivating primary-grade students( Book )

2 editions published in 2003 in English and held by 355 WorldCat member libraries worldwide

Verbal protocols of reading : the nature of constructively responsive reading by Michael Pressley( Book )

14 editions published between 1995 and 2012 in English and Undetermined and held by 326 WorldCat member libraries worldwide

An introduction to protocol analysis of reading - Methods employed to construct a summary of conscious processes during skilled reading - What readers can do when they read : a summary of the results from the on-line self-report studies of reading - Text processing in light of think-aloud analyses of reading : constructively responsive reading - The future of reading protocal analyses : addressing methodological concerns in order to advance conceptual understanding
Scaffolding student learning : instructional approaches and issues by Kathleen Hogan( Book )

8 editions published between 1997 and 1998 in English and held by 317 WorldCat member 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
Introduction to memory development during childhood and adolescence by Michael Pressley( Book )

12 editions published in 1997 in English and Undetermined and held by 259 WorldCat member libraries worldwide

This book is a comprehensive yet succinct summary of theory and research on memory development. The volume covers more than a century of research, including European, Soviet, and American contributions. It emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, cognition, and memory - that is, wherever students have a need to know about how leading scholars view the development of memory and intellect
 
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Learning to read : lessons from exemplary first-grade classrooms
Alternative Names
Pessley, Michael 1951-

Pressley, George Michael

Pressley, Michael

Pressley, Michael J.

Languages
English (224)

Spanish (4)

Chinese (2)

German (1)

Covers
Memory development between 2 and 20Learning to read : lessons from exemplary first-grade classroomsBest practices in literacy instructionCognitive strategy instruction that really improves children's academic performanceImproving comprehension instruction : rethinking research, theory, and classroom practiceComprehension instruction : research-based best practicesStories of beginning teachers : first-year challenges and beyondShaping literacy achievement : research we have, research we need