World's Best Scientists 2026 revealed!
William E. Tunmer

William E. Tunmer

D-Index & Metrics

Psychology

D-Index
41
Citations
17385
World Ranking
7691
National Ranking
48

William E. Tunmer publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where William E. Tunmer sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 112 publications — 28th percentile

28% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

William E. Tunmer D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where William E. Tunmer sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 41 D-Index — 33rd percentile

33% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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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