What is he best known for?
The fields of study he is best known for:
- Social science
- Developmental psychology
- Artificial intelligence
His main research concerns Reading, Developmental psychology, Reading comprehension, Learning to read and Self-concept.
Dyslexia is the focus of his Reading research.
His work on Hyperlexia as part of general Dyslexia study is frequently linked to Educational program, therefore connecting diverse disciplines of science.
His Reading comprehension research includes themes of Reading skills, Context, Cognitive psychology and Comprehension.
He combines subjects such as Natural language processing, Word recognition, Synthetic phonics and Reading disability with his study of Comprehension.
The various areas that William E. Tunmer examines in his Learning to read study include Primary education and Personality.
His most cited work include:
- Decoding, Reading, and Reading Disability (2181 citations)
- Metalinguistic Abilities and Beginning Reading. (434 citations)
- Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development (331 citations)
What are the main themes of his work throughout his whole career to date?
William E. Tunmer mainly investigates Reading, Literacy, Cognitive psychology, Developmental psychology and Mathematics education.
His research integrates issues of Context and Comprehension in his study of Reading.
His Cognitive psychology research incorporates themes from Empirical evidence, Dyslexia, Reading disability, Hard rime and Phonology.
His Phonology research includes elements of Reading skills, Language development and Whole language.
His Developmental psychology study integrates concerns from other disciplines, such as Consistency and Primary education.
His Mathematics education study which covers Coherence that intersects with Student learning and Curriculum.
He most often published in these fields:
- Reading (66.35%)
- Literacy (23.08%)
- Cognitive psychology (22.12%)
What were the highlights of his more recent work (between 2015-2020)?
- Reading (66.35%)
- Learning to read (18.27%)
- Mathematics education (18.27%)
In recent papers he was focusing on the following fields of study:
His primary scientific interests are in Reading, Learning to read, Mathematics education, Cognitive science and Word recognition.
His work on Reading comprehension and Reading skills as part of general Reading research is frequently linked to Structure, bridging the gap between disciplines.
The study incorporates disciplines such as Cognitive psychology, Conceptual framework, Reading disability and Written language in addition to Reading comprehension.
His biological study spans a wide range of topics, including Writing system, Second language and Orthographic depth.
William E. Tunmer focuses mostly in the field of Mathematics education, narrowing it down to matters related to Set and, in some cases, School district, Elementary grade and Grade level.
While the research belongs to areas of Word recognition, William E. Tunmer spends his time largely on the problem of Comprehension, intersecting his research to questions surrounding Meaning, Syntax, Literal and figurative language, Semantics and Dyslexia.
Between 2015 and 2020, his most popular works were:
- Cognitive and Linguistic Factors in Learning to Read (201 citations)
- The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties (10 citations)
- Research issues in child development (9 citations)
In his most recent research, the most cited papers focused on:
- Social science
- Artificial intelligence
- Developmental psychology
William E. Tunmer spends much of his time researching Reading, Teaching method, Mathematics education, Learning to read and Reading comprehension.
He interconnects Applied research and Theme in the investigation of issues within Reading.
His work in the fields of Individualized instruction and Literacy education overlaps with other areas such as Pacific islanders and Research methodology.
His research on Mathematics education often connects related areas such as Developmental psychology.
His Learning to read study deals with Written language intersecting with Word recognition.
The concepts of his Reading comprehension study are interwoven with issues in Cognitive psychology and Conceptual framework.
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