William E Tunmer
Biographic Data
| ID | 3655445 |
|---|---|
| NAME | William E Tunmer |
| GIVEN NAMES | William E |
| FAMILY NAME | Tunmer |
| SIGNATURE | TUNMER W E |
| AFFILIATIONS | The University of Western Australia |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The Primacy of Science in Communicating Advances in the Science of Reading
A recent article in this journal claims that the simple view of reading represents a long‐outdated account of what underlies the ability to read. Its authors argue that if teachers are to be better informed about what is known about reading then the simple view must be replaced by a more current model, one that captures the substantial progress that has been made in our understanding through the science of reading. In this comment on that article…
Excellence and Equity in Literacy Education: The Case of New Zealand
The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis
This study investigated the hypothesis that the contributions of oral language comprehension ( C) and word recognition ( D) to reading comprehension ( R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data…
Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development
Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing skills and abilities believed to be important components of reading comprehension. Hypothesized relationships among these constructs were specified within the context of a structural model we call the “Convergent Skills Model of Reading Development,” …
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who found that children's responses to negative items on a self-concept scale were inconsistent with their responses to positive items. In Experiment 2, developmental psycholinguistic factors were considered in an effort to eliminate the negative item respons…
Literacy and Language Analysis
Metalinguistic Abilities and Beginning Reading
Decoding, Reading, and Reading Disability
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.
Factors Influencing Young Children's Ability to Detect Logical Inconsistencies in Oral Communications
Factors influencing the ability of kindergarten and first grade children to detect inconsistencies in communications were investigated in two experiments. The first experiment revealed that detection was better when the inconsistency occurred between contiguous rather than interspersed statements but that performance was not influenced by the particular source of the story (an adult versus a puppet). The second experiment manipulated set (whether…
Children's capacity to correct grammatical violations in sentences
Previous studies of children's knowledge of grammatical well-formedness have typically involved eliciting acceptability judgements from children. In the present study, children were expected to employ their tacit knowledge of the rules of grammar to correct sentences containing grammatical rule violations. Two groups of children (mean ages of 5;5 and 6;4) were presented with ungrammatical sentences resulting from either word-order changes or morp…
The development of young children's awareness of the word as a unit of spoken language
Metalinguistic Abilities and Beginning Reading
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
The Primacy of Science in Communicating Advances in the Science of Reading
A recent article in this journal claims that the simple view of reading represents a long‐outdated account of what underlies the ability to read. Its authors argue that if teachers are to be better informed about what is known about reading then the simple view must be replaced by a more current model, one that captures the substantial progress that has been made in our understanding through the science of reading. In this comment on that article…
Factors Influencing Young Children's Ability to Detect Logical Inconsistencies in Oral Communications
Factors influencing the ability of kindergarten and first grade children to detect inconsistencies in communications were investigated in two experiments. The first experiment revealed that detection was better when the inconsistency occurred between contiguous rather than interspersed statements but that performance was not influenced by the particular source of the story (an adult versus a puppet). The second experiment manipulated set (whether…
The development of young children's awareness of the word as a unit of spoken language
Children's capacity to correct grammatical violations in sentences
Previous studies of children's knowledge of grammatical well-formedness have typically involved eliciting acceptability judgements from children. In the present study, children were expected to employ their tacit knowledge of the rules of grammar to correct sentences containing grammatical rule violations. Two groups of children (mean ages of 5;5 and 6;4) were presented with ungrammatical sentences resulting from either word-order changes or morp…
Factors Influencing Young Children's Ability to Detect Logical Inconsistencies in Oral Communications
Factors influencing the ability of kindergarten and first grade children to detect inconsistencies in communications were investigated in two experiments. The first experiment revealed that detection was better when the inconsistency occurred between contiguous rather than interspersed statements but that performance was not influenced by the particular source of the story (an adult versus a puppet). The second experiment manipulated set (whether…
Decoding, Reading, and Reading Disability
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.
Metalinguistic Abilities and Beginning Reading
Literacy and Language Analysis
Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.
Development of reading self-concept in young children was examined in 4 experiments. Experiment 1 revealed a negative item response phenomenon similar to that reported by H. W. Marsh (1986), who found that children's responses to negative items on a self-concept scale were inconsistent with their responses to positive items. In Experiment 2, developmental psycholinguistic factors were considered in an effort to eliminate the negative item respons…
A longitudinal study of beginning reading achievement and reading self-concept
Background. Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read.Aims. The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance.Sample. One hundred and twelve children who started school at the age of 5 years participated i…
Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development
Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing skills and abilities believed to be important components of reading comprehension. Hypothesized relationships among these constructs were specified within the context of a structural model we call the “Convergent Skills Model of Reading Development,” …
The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis
This study investigated the hypothesis that the contributions of oral language comprehension ( C) and word recognition ( D) to reading comprehension ( R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data…
Excellence and Equity in Literacy Education: The Case of New Zealand
The Primacy of Science in Communicating Advances in the Science of Reading
A recent article in this journal claims that the simple view of reading represents a long‐outdated account of what underlies the ability to read. Its authors argue that if teachers are to be better informed about what is known about reading then the simple view must be replaced by a more current model, one that captures the substantial progress that has been made in our understanding through the science of reading. In this comment on that article…
Psychology (11 works) · Reading and Literacy Development (10 works) · Linguistics (9 works) · Reading (process) (7 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Computer Science (6 works) · Cognitive psychology (5 works) · Developmental psychology (5 works) · Language Development and Disorders (3 works) · Reading comprehension (3 works)