The Simple View of Reading: Three Assessments of Its Adequacy von Hoover, Wesley A., Tunmer, William E.

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The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis von Tunmer, William E., Chapman, James W.

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The Primacy of Science in Communicating Advances in the Science of Reading von Hoover, Wesley A., Tunmer, William E.

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Early Reading-Related Skills and Performance, Reading Self-Concept, and the Development of Academic Self-Concept: A Longitudinal Study von Chapman, James W, Tunmer, William E, Prochnow, Jane E

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A Longitudinal Investigation of the Influence of Literacy-related Skills, Reading Self-perceptions, and Inattentive Behaviours on the Development of Literacy Learning Difficulties von Prochnow, Jane E., Tunmer, William E., Chapman, James W.

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Reading Recovery's unrecovered learners: Characteristics and issues von Chapman, James W., Tunmer, William E.

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Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study von Chapman, James W., Tunmer, William E.

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Context and Implications Document for: Reading Recovery's unrecovered learners: Characteristics and issues von Chapman, James W., Tunmer, William E.

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Recent developments in reading intervention research: Introduction to the special issue von Tunmer, William E.

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Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms von Ryder, Janice F., Tunmer, William E., Greaney, Keith T.

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Development of Young Children's Reading Self-Concepts: An Examination of Emerging Subcomponents and Their Relationship With Reading Achievement von Chapman, James W, Tunmer, William E

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Decoding, Reading, and Reading Disability von Gough, Philip B., Tunmer, William E.

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A longitudinal study of beginning reading achievement and reading self-concept von Chapman, James W., Tunmer, William E.

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The Effects of Varying Group Size on the Reading Recovery Approach to Preventive Early Intervention von Iversen, Sandra, Tunmer, William E., Chapman, James W.

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Phonological Processing Skills and the Reading Recovery Program von Iversen, Sandra, Tunmer, William E

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Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: a longitudinal study of dyslexia in New Zealand von Tunmer, William E., Chapman, James W.

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The Relation of Beginning Readers' Reported Word Identification Strategies to Reading Achievement, Reading-Related Skills, and Academic Self-Perceptions von Tunmer, William E, Chapman, James W

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Effects of Rime-Based Orthographic Analogy Training on the Word Recognition Skills of Children With Reading Disability von Greaney, Keith T, Tunmer, William E, Chapman, James W

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Metalinguistic abilities and beginning reading von TUNMER, W. E, HERRIMAN, M. L, NESDALE, A. R

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THE READING RECOVERY APPROACH TO PREVENTIVE EARLY INTERVENTION: AS GOOD AS IT GETS? von TUNMER, WILLIAM E.

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