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William E. Tunmer

William E. Tunmer

D-Index & Metrics

Psychology

D-Index
41
Citations
17385
World Ranking
7694
National Ranking
48

Overview

William E. Tunmer is affiliated with Massey University in New Zealand. Their research spans multiple fields including psychology, mathematics, and neuroscience, with a focus on the developmental and educational aspects of these disciplines.

The scientist's main fields of study include:

  • Psychology
  • Mathematics
  • Neuroscience

Within these fields, Tunmer specializes in subfields such as developmental and educational psychology, statistics and probability, cognitive neuroscience, education, and library and information sciences.

  • Developmental and Educational Psychology
  • Statistics and Probability
  • Cognitive Neuroscience
  • Education
  • Library and Information Sciences

Tunmer's research largely centers on topics related to reading and literacy development, cognitive and developmental aspects of mathematical skills, and the neurobiology of language and bilingualism. Other notable topics include language development and disorders, educational and psychological assessments, educational strategies and epistemologies, as well as writing and handwriting education.

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Neurobiology of Language and Bilingualism
  • Language Development and Disorders
  • Educational and Psychological Assessments
  • Educational Strategies and Epistemologies
  • Writing and Handwriting Education

Tunmer has published papers in several academic venues. Notable publication outlets include Reading Research Quarterly and the Australian Journal of Learning Difficulties.

  • Reading Research Quarterly
  • Australian Journal of Learning Difficulties

Two recent papers illustrate the scope of Tunmer's work:

  • "The Primacy of Science in Communicating Advances in the Science of Reading," 2021, Reading Research Quarterly
  • "AJLD EMINENT RESEARCHER AWARD WINNER 2024 Professor James Chapman: The rise and demise of reading recovery in New Zealand," 2025, Australian Journal of Learning Difficulties

In addition to journal articles, Tunmer has authored books published by Springer Nature. One significant academic contribution is titled "The Cognitive Foundations of Reading and Its Acquisition," published in 2020.

Collaboration has been a part of Tunmer's research activities, with frequent co-authors including Wesley A. Hoover and James W. Chapman.

  • Wesley A. Hoover
  • James W. Chapman

Best Publications

  • Decoding, Reading, and Reading Disability

    Philip B. Gough;William E. Tunmer

  • Metalinguistic Abilities and Beginning Reading.

    William E. Tunmer;Michael L. Herriman;Andrew R. Nesdale

  • Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

    Frank R. Vellutino;William E. Tunmer;James J. Jaccard;RuSan Chen

  • Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.

    James W. Chapman;William E. Tunmer

  • Phonological Processing Skills and the Reading Recovery Program.

    Sandra Iversen;William E. Tunmer

  • Phonemic segmentation skill and beginning reading.

    William E. Tunmer;Andrew R. Nesdale

  • Cognitive and Linguistic Factors in Learning to Read

    William E. Tunmer;Wesley A. Hoover

  • Early reading-related skills and performance, reading self-concept, and the development of academic self-concept : A longitudinal study

    James W. Chapman;William E. Tunmer;Jane E. Prochnow

  • The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis

    William E. Tunmer;James W. Chapman

  • A longitudinal study of beginning reading achievement and reading self-concept.

    James W. Chapman;William E. Tunmer

  • READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS

    James W. Chapman;William E. Tunmer

  • Metalinguistic Awareness in Children : Theory, Research, and Implications

    W. E. Tunmer;C. Pratt;M. L. Herriman;J. Bowey

  • The Development of Metalinguistic Awareness: A Conceptual Overview

    William E. Tunmer;Michael L. Herriman

  • Syntactic awareness and reading acquisition

    William E. Tunmer;Andrew R. Nesdale;A. Douglas Wright

  • Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms

    Janice F. Ryder;William E. Tunmer;Keith T. Greaney

  • Phonological Awareness and Reading Acquisition

    William E. Tunmer;Mary Rohl

  • Metalinguistic Awareness in Children

    William E. Tunmer;Christopher Pratt;Michael L. Herriman

  • The role of language-related factors in reading disability.

    William E. Tunmer

  • Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context

    James W. Chapman;William E. Tunmer;Jane E. Prochnow

  • Does Set for Variability Mediate the Influence of Vocabulary Knowledge on the Development of Word Recognition Skills

    William E. Tunmer;James W. Chapman

Frequent Co-Authors

James Jaccard
James Jaccard New York University
Frank R. Vellutino
Frank R. Vellutino University at Albany, State University of New York

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