Michael S. Meloth

965 total citations
16 papers, 666 citations indexed

About

Michael S. Meloth is a scholar working on Developmental and Educational Psychology, Education and Computer Networks and Communications. According to data from OpenAlex, Michael S. Meloth has authored 16 papers receiving a total of 666 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 10 papers in Education and 2 papers in Computer Networks and Communications. Recurrent topics in Michael S. Meloth's work include Innovative Teaching and Learning Methods (9 papers), Educational Strategies and Epistemologies (9 papers) and Education and Critical Thinking Development (6 papers). Michael S. Meloth is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Educational Strategies and Epistemologies (9 papers) and Education and Critical Thinking Development (6 papers). Michael S. Meloth collaborates with scholars based in United States and Norway. Michael S. Meloth's co-authors include Gerald G. Duffy, Linda G. Vavrus, Laura R. Roehler, Cassandra L. Book, Joyce Putnam, S. L. Miller, Seth A. Parsons, William Sugar and Amy J. Good and has published in prestigious journals such as Journal of Educational Psychology, American Educational Research Journal and Teaching and Teacher Education.

In The Last Decade

Michael S. Meloth

16 papers receiving 525 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Michael S. Meloth United States	11	521	465	55	39	37	16	666
Marie Carbo United Kingdom	12	297 0.6×	306 0.7×	44 0.8×	50 1.3×	25 0.7×	33	451
Claire Sams United Kingdom	5	440 0.8×	576 1.2×	97 1.8×	46 1.2×	32 0.9×	8	725
Woodrow Trathen United States	13	397 0.8×	347 0.7×	48 0.9×	48 1.2×	78 2.1×	28	576
Emilia Ferreiro Mexico	9	285 0.5×	287 0.6×	102 1.9×	30 0.8×	39 1.1×	15	494
Ted Schuder United States	8	580 1.1×	417 0.9×	85 1.5×	90 2.3×	31 0.8×	8	669
Sydney Farivar United States	6	442 0.8×	434 0.9×	16 0.3×	20 0.5×	32 0.9×	12	569
Linda Yokoi United States	6	326 0.6×	364 0.8×	37 0.7×	35 0.9×	107 2.9×	9	516
Irene W. Gaskins United States	14	702 1.3×	573 1.2×	80 1.5×	119 3.1×	63 1.7×	26	855
Susanna W. Pflaum United States	14	287 0.6×	262 0.6×	49 0.9×	64 1.6×	24 0.6×	34	469
William E. Blanton United States	14	228 0.4×	320 0.7×	43 0.8×	17 0.4×	21 0.6×	38	451

Countries citing papers authored by Michael S. Meloth

Since Specialization

Citations

This map shows the geographic impact of Michael S. Meloth's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Michael S. Meloth with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael S. Meloth more than expected).

Fields of papers citing papers by Michael S. Meloth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael S. Meloth. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Michael S. Meloth. The network helps show where Michael S. Meloth may publish in the future.

Co-authorship network of co-authors of Michael S. Meloth

This figure shows the co-authorship network connecting the top 25 collaborators of Michael S. Meloth. A scholar is included among the top collaborators of Michael S. Meloth based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Michael S. Meloth. Michael S. Meloth is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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16 of 16 papers shown

Duffy, Gerald G., S. L. Miller, Seth A. Parsons, & Michael S. Meloth. (2009). Teachers as Metacognitive Professionals. 252–268. 39 indexed citations

Meloth, Michael S., Amy J. Good, & William Sugar. (2008). Review of Research on the Use of Video Cases to Improve Preservice and Inservice Teachers’ Knowledge and Skills. Society for Information Technology & Teacher Education International Conference. 2008(1). 940–942. 1 indexed citations

Meloth, Michael S.. (2008). The Effects of Video Case Analysis on Preservice Teachers’ Understanding of Scaffolding. Society for Information Technology & Teacher Education International Conference. 2008(1). 1488–1490. 1 indexed citations

Meloth, Michael S., et al.. (1999). The role of the teacher in promoting cognitive processing during collaborative learning.. 73 indexed citations

Meloth, Michael S., et al.. (1994). Task Talk and Task Awareness Under Different Cooperative Learning Conditions. American Educational Research Journal. 31(1). 138–165. 67 indexed citations

Meloth, Michael S., et al.. (1994). Task Talk and Task Awareness under Different Cooperative Learning Conditions. American Educational Research Journal. 31(1). 138–138. 2 indexed citations

Meloth, Michael S., et al.. (1993). A Descriptive Study of Naturally Occurring Discussion in Cooperative Learning Groups.. The Journal of classroom interaction. 28(2). 7–13. 16 indexed citations

Meloth, Michael S., et al.. (1992). Effects of two cooperative conditions on peer-group discussions, reading comprehension, and metacognition. Contemporary Educational Psychology. 17(2). 175–193. 36 indexed citations

Meloth, Michael S., et al.. (1990). An Analysis of the Content and Form of Students' Verbal Interactions in Cooperative Groups.. 2 indexed citations

10.

Meloth, Michael S.. (1990). Changes in poor readers' knowledge of cognition and the association of knowledge of cognition with regulation of cognition and reading comprehension.. Journal of Educational Psychology. 82(4). 792–798. 21 indexed citations

11.

Meloth, Michael S., et al.. (1989). Teachers' Concepts of Reading, Reading Instruction, and Students' Concepts of Reading. Journal of Teacher Education. 40(5). 33–39. 13 indexed citations

12.

Duffy, Gerald G., Laura R. Roehler, Cassandra L. Book, et al.. (1987). Effects of Explaining the Reasoning Associated with Using Reading Strategies. Reading Research Quarterly. 22(3). 347–347. 217 indexed citations

13.

Roehler, Laura R., et al.. (1987). Developing and Evaluating Measures Associated with Strategic Reading. Journal of Reading Behavior. 19(3). 223–246. 8 indexed citations

14.

Duffy, Gerald G., Laura R. Roehler, Michael S. Meloth, & Linda G. Vavrus. (1986). Conceptualizing instructional explanation. Teaching and Teacher Education. 2(3). 197–214. 40 indexed citations

15.

Duffy, Gerald G., Laura R. Roehler, Michael S. Meloth, et al.. (1986). The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects. Reading Research Quarterly. 21(3). 237–237. 108 indexed citations

16.

Book, Cassandra L., Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, & Linda G. Vavrus. (1985). A study of the relationship between teacher explanation and student metacognitive awareness during reading instruction. Communication Education. 34(1). 29–36. 22 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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