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Scott G. Paris

Affiliations: 
University of Michigan, Ann Arbor, Ann Arbor, MI 
Area:
Reading Education, Educational Psychology Education, Developmental Psychology
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"Scott Paris"
Bio:

https://www.proquest.com/openview/b644df0672a3454654a2cd4bee9f932b/1

Mean distance: 35622
 
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Parents

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Robert B. Cairns grad student 1972 Indiana University (PsychTree)
 (Propositional Logical Thinking and Comprehension of Language Connectives: A Developmental Analysis)

Children

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David R. Cross grad student 1985 University of Michigan (E-Tree)
Alison H. Paris grad student 2003 University of Michigan
Melissa J. Mercer grad student 2006 University of Michigan

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Publications

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Paris SG, Luo SW. (2010) Confounded Statistical Analyses Hinder Interpretation of the NELP Report Educational Researcher. 39: 316-322
Afflerbach P, Pearson PD, Paris SG. (2008) Clarifying Differences Between Reading Skills and Reading Strategies The Reading Teacher. 61: 364-373
Paris AH, Paris SG. (2007) Teaching Narrative Comprehension Strategies to First Graders Cognition and Instruction. 25: 1-44
Paris SG, Hoffman JV. (2004) Reading Assessments in Kindergarten through Third Grade: Findings from the Center for the Improvement of Early Reading Achievement Elementary School Journal. 105: 199-217
Paris AH, Paris SG. (2003) Assessing narrative comprehension in young children Reading Research Quarterly. 38: 36-76
Paris SG. (2001) Wisdom, Snake Oil, and the Educational Marketplace Educational Psychologist. 36: 257-260
Paris SG, Paris AH. (2001) Classroom Applications of Research on Self-Regulated Learning Educational Psychologist. 36: 89-101
Ippolito J, Heshusius L, Paris SG, et al. (1999) Book Review: The Embodiment and Ecology of Language and Literacy Journal of Literacy Research. 31: 375-390
Paris SG. (1999) Parsing the child's mind. Psyccritiques. 44
Paris SG, Yambor KM, Packard BW. (1998) Hands-On Biology: A Museum-School-University Partnership for Enhancing Students' Interest and Learning in Science Elementary School Journal. 98: 267-288
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