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.
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.
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.
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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Decoding, Reading, and Reading Disability
Philip B. Gough;William E. Tunmer.
Remedial and Special Education (1986)
Metalinguistic Abilities and Beginning Reading.
William E. Tunmer;Michael L. Herriman;Andrew R. Nesdale.
Reading Research Quarterly (1988)
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.
Scientific Studies of Reading (2007)
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.
Journal of Educational Psychology (1995)
Phonological Processing Skills and the Reading Recovery Program.
Sandra Iversen;William E. Tunmer.
Journal of Educational Psychology (1993)
Phonemic segmentation skill and beginning reading.
William E. Tunmer;Andrew R. Nesdale.
Journal of Educational Psychology (1985)
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.
Journal of Educational Psychology (2000)
A longitudinal study of beginning reading achievement and reading self-concept.
James W. Chapman;William E. Tunmer.
British Journal of Educational Psychology (1997)
The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis
William E. Tunmer;James W. Chapman.
Journal of Learning Disabilities (2012)
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