Chit Chat with Distinguished Professor Emeritus William E. Tunmer

Carla Chit Chats with Professor Bill Tunmer  as they discuss the Cognitive Foundations Framework which expands on and further examines the cognitive capacities underlying the development of word recognition and language comprehension, the two key components of the Simple View of Reading.


William E. Tunmer is Distinguished Professor Emeritus of Educational Psychology at Massey University, and Adjunct Professor at the University of Canterbury. He has been involved as an advisor to the “A Better Start National Science Challenge” and served as an advisor to the “Reading for Understanding” research project (funded by the U.S. Institute of Education Sciences) at Harvard University.

Blog link: Why Johnny Can't Read

Cognitive Foundations Framework article information:

William E. Tunmer & Wesley A. Hoover (2019) The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties, Australian Journal of Learning Difficulties, 24:1, 75-93, DOI: 10.1080/19404158.2019.1614081

Article Abstract:

This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional components as a list without explicitly addressing their interrelations, either in terms of instruction or cognitive development. In contrast, the Cognitive Foundations Framework offers a description of the major cognitive capacities underlying learning to read and specifies the relationships between them. The central claim of this article is that what is needed to help intervention specialists achieve better outcomes is a clearly specified conceptual framework of the cognitive capacities underlying learning to read that provides the basis for an assessment framework that is linked to evidence-based instructional strategies for addressing the individual literacy learning needs of students.

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