2008 - Fellow of the American Educational Research Association
Scott G. Paris focuses on Metacognition, Reading, Reading comprehension, Cognitive psychology and Developmental psychology. His studies deal with areas such as Academic achievement, Pedagogy, Teaching method, Knowledge level and Self-regulated learning as well as Metacognition. Reading and Vocabulary are frequently intertwined in his study.
Scott G. Paris regularly ties together related areas like Comprehension in his Reading comprehension studies. His research investigates the connection between Cognitive psychology and topics such as Cognitive development that intersect with problems in Self perception. His work on Child development and Age differences as part of general Developmental psychology research is frequently linked to Concurrent validity and Test validity, thereby connecting diverse disciplines of science.
His scientific interests lie mostly in Mathematics education, Reading, Cognitive psychology, Reading comprehension and Developmental psychology. His studies in Mathematics education integrate themes in fields like Pedagogy and Literacy. His Reading study incorporates themes from Metacognition and Interpretation.
The study incorporates disciplines such as Cognitive skill, Knowledge level and Teaching method in addition to Metacognition. His research integrates issues of Cognitive development, Memory development, Context and Perception in his study of Cognitive psychology. His studies in Developmental psychology integrate themes in fields like Pictorial stimuli and Comprehension.
Scott G. Paris mainly investigates Reading, Mathematics education, Reading comprehension, Cognitive psychology and Developmental psychology. His work on Reading strategy is typically connected to Work as part of general Reading study, connecting several disciplines of science. As part of his studies on Mathematics education, Scott G. Paris frequently links adjacent subjects like Pedagogy.
As a part of the same scientific study, Scott G. Paris usually deals with the Reading comprehension, concentrating on Comprehension and frequently concerns with Narrative and Recall. The various areas that Scott G. Paris examines in his Cognitive psychology study include Cognitive development, Metacognition and Self perception. His work on Generalizability theory and Predictive validity as part of general Developmental psychology study is frequently connected to Concurrent validity, Test validity and Statistical analyses, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.
The scientist’s investigation covers issues in Reading, Mathematics education, Reading comprehension, Reading skills and Metacognition. The study incorporates disciplines such as Recall and Narrative in addition to Mathematics education. His studies deal with areas such as Primary education and Comprehension as well as Reading comprehension.
His research integrates issues of Developmental psychology, Predictive validity and Generalizability theory in his study of Comprehension. His Reading skills research incorporates themes from Vocabulary and Reading strategy. Scott G. Paris has researched Metacognition in several fields, including Cognitive development, Cognitive psychology, Thinking skills, Teacher preparation and Self perception.
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Becoming a strategic reader
Scott G. Paris;Marjorie Y. Lipson;Karen K. Wixson.
Contemporary Educational Psychology (1983)
Classroom Applications of Research on Self-Regulated Learning
Scott G. Paris;Alison H. Paris.
Educational Psychologist (2001)
How metacognition can promote academic learning and instruction.
Scott G. Paris;Peter Winograd.
Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction
Janis E. Jacobs;Scott G. Paris.
Educational Psychologist (1987)
The development of strategic readers.
Scott G. Paris;Barbara A. Wasik;Julianne C. Turner.
Clarifying Differences Between Reading Skills and Reading Strategies
Peter Afflerbach;P. David Pearson;Scott G. Paris.
The Reading Teacher (2008)
Informed strategies for learning: a program to improve children's reading awareness and comprehension
Scott G. Paris;David R. Cross;Marjorie Y. Lipson.
Journal of Educational Psychology (1984)
Reinterpreting the development of reading skills
Scott G. Paris.
Reading Research Quarterly (2005)
Developmental and Instructional Analyses of Children's Metacognition and Reading Comprehension.
David R. Cross;Scott G. Paris.
Journal of Educational Psychology (1988)
Children's Metacognitive Knowledge about Reading.
Meyer Myers;Scott G. Paris.
Journal of Educational Psychology (1978)
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