World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
105
Citations
38288
World Ranking
496
National Ranking
317

Overview

Michael Pressley was affiliated with Michigan State University in the United States. Their career involved work in academic research and science, although specific details regarding research topics, fields of study, or subfields were not provided.

There are no records available of recent papers authored by Michael Pressley, nor information on frequent co-authors or regular publication venues. Likewise, there is no data indicating book publications or awards received throughout their career.

Without data on main topics or fields of study, it is not possible to outline the focus areas or themes of their research activities. Similarly, absent details on publication titles, years, or venues limit insights into the precise nature and scope of their scholarly contributions.

Best Publications

  • Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

    Michael Pressley;Peter Afflerbach

  • Behavioral Development and Construct Validity: The Principle of Aggregation

    J. Philippe Rushton;Charles J. Brainerd;Michael Pressley

  • Reading Instruction That Works: The Case for Balanced Teaching

    Michael Pressley

  • Cognitive Strategy Instruction That Really Improves Children's Academic Performance

    Michael Pressley

  • What should comprehension instruction be the instruction of

    Michael Pressley

  • Comprehension instruction : research-based best practices

    Cathy Collins Block;Michael Pressley

  • A Quasi-experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers.

    Rachel Brown;Michael Pressley;Peggy Van Meter;Ted Schuder

  • Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions

    Kathleen Hogan;Bonnie K. Nastasi;Michael Pressley

  • Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies.

    Michael Pressley;Pamela Beard El-Dinary;Irene Gaskins;Ted Schuder

  • Memory Development Between 2 and 20

    Wolfgang Schneider;Michael Pressley

  • The Mnemonic Keyword Method

    Michael Pressley;Joel R. Levin;Harold D. Delaney

  • Cognitive strategies: Good strategy users coordinate metacognition and knowledge

    Michael Pressley;John G. Borkowski;Wolfgang Schneider

  • Scaffolding student learning: Instructional approaches and issues.

    Kathleen Hogan;Michael Pressley

  • A Study of Effective First-Grade Literacy Instruction

    Michael Pressley;Ruth Wharton-McDonald;Richard Allington;Cathy Collins Block

  • Cognitive Strategies Instruction: From Basic Research to Classroom Instruction

    Michael Pressley;Karen R. Harris

  • Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement

    Ruth Wharton-McDonald;Michael Pressley;Jennifer Mistretta Hampston

  • Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning

    Michael Pressley;Eileen Wood;Vera E. Woloshyn;Vicki Martin

  • The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction

    Karen R. Harris;Michael Pressley

  • The Challenges of Classroom Strategy Instruction

    Michael Pressley;Fiona Goodchild;Joan Fleet;Richard Zajchowski

  • Self-Regulated Learning: Monitoring Learning From Text

    Michael Pressley;Elizabeth S. Ghatala

  • Best Practices in Literacy Instruction

    Lesley Mandel Morrow;Linda B. Gambrell;Michael Pressley

Frequent Co-Authors

Joel R. Levin
Joel R. Levin University of Arizona
Wolfgang Schneider
Wolfgang Schneider University of Würzburg
Karen R. Harris
Karen R. Harris Arizona State University
Mark A. McDaniel
Mark A. McDaniel Washington University in St. Louis
Charles J. Brainerd
Charles J. Brainerd Cornell University
John G. Borkowski
John G. Borkowski University of Notre Dame
Steve Graham
Steve Graham Arizona State University
Teena Willoughby
Teena Willoughby Brock University
Allan Paivio
Allan Paivio University of Western Ontario
David O. Scanlon
David O. Scanlon University College London

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Related Online Degrees & Career Pathways

Studying psychology opens doors to a range of academic and career options, both online and on campus. The journey begins by understanding how long is psychology school. A bachelor’s degree typically takes four years, but advanced roles require more study. For those who wish to become clinical psychologists, it’s important to explore the requirements for clinical psychology psyd degree as these programs can take up to eight years of education and training.

However, psychology is not limited to clinical work. Students interested in workplace behavior may pursue careers in industrial-organizational psychology, which focus on improving employee well-being and productivity in organizations.

Many prospective students also wonder, is a psychology degree worth it? The answer varies depending on your career goals and the time you’re willing to invest. Psychology degrees offer flexibility across industries, but higher-level roles require advanced education and credentials.

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