College of Health staff

Prof James Chapman staff profile picture

Contact details +64 (06) 356 9099  ext. 84301

Prof James Chapman PhD (Alta), M A (Well), Dip Tchg, FIARLD

Professor

College of Humanities and Social Sciences

PBRF Expert

College of Health

Professional

Qualifications

  • PhD - University of Alberta (1979)
  • Master of Arts - Victoria Unviersity of Wellington (1974)
  • Diploma in Teaching - New Zealand Department of Education (1974)
  • Fellow, International Academy for Research in Learning Disabilities - International Academy for Research in Learning Dsiabilities (1983)

Research Expertise

Research Interests

Literacy learning difficulties

Cognitive-motivational factors associated with low achievement

Learning disabilities

Reading Recovery

Thematics

Health and Well-being

Area of Expertise

Field of research codes
Education (130000):
Educational Psychology (170103): Psychology (170100): Psychology And Cognitive Sciences (170000)

Keywords

Achievement-related self-perceptions

Cognitive-motivation

Literacy learning difficulties

Learning disabilities

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 1 2

Research Outputs

Journal

Chapman, JW. (2016). Results from a longitudinal early literacy intervention study: Expected and unexpected outcomes.. Kairaranga. 17(2), 23-30 Retrieved from http://www.massey.ac.nz/
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE. (2016). Schwartz’s response to Chapman and Tunmer’s analysis of reading recovery data: Whose ideology and whose politics?. Australian Journal of Learning Difficulties. 21(1), 59-67
[Journal article]Authored by: Chapman, J.
van Kraayenoord, CE., & Chapman, JW. (2016). Learning disabilities in Australia and New Zealand. Learning Disabilities: A Contemporary Journal. 14(1), 93-101
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE. (2016). Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study. Reading Psychology. 37(7), 1025-1042
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE. (2014). The literacy performance of young adults who had reading difficulties in school: New Zealand data from the international adult literacy and lifestyle survey. Asia Pacific Journal of Developmental Differences. 1(1), 30-43 Retrieved from http://www.das.org.sg/
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Chapman, J., Greaney, K., Prochnow, J., & Arrow, A. (2013). Reading recovery and the failure of the New Zealand national literacy strategy. Learning Difficulties Australia Bulletin. , 13-17
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.Edited by: Tunmer, W.
Chapman, JW., & Greaney, K. (2013). Reading recovery and beyond. NZ Principal. , 10-14
[Journal article]Authored by: Chapman, J.
Tunmer, WE., Chapman, JW., Greaney, KT., Prochnow, JE., & Arrow, AW. (2013). Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties. 18(2), 139-180
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.Edited by: Tunmer, W.
Prochnow, JE., Tunmer, B., & Chapman, J. (2013). A longitudinal investigation of the influence of literacy-related skills, reading self-perceptions, and inattentive behaviours on the development of literacy learning difficulties. International Journal of Disability Development and Education. 60(3), 185-207 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/1034912X.2013.812188
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills?. Scientific Studies of Reading. 16(2), 122-140
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2012). The Simple View of Reading Redux: Vocabulary Knowledge and the Independent Components Hypothesis. Journal of Learning Disabilities. 45(5), 453-466
[Journal article]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., & Tunmer, WE. (2011). Reading Recovery: Does it work. Perspectives on Language and Literacy. (Fall), 21-24
[Journal article]Authored by: Chapman, J., Tunmer, W.
Carroll-Lind, J., Chapman, JW., & Raskauskas, J. (2011). Children's perceptions of violence: The nature, extent and impact of their experiences. Social Policy Journal of New Zealand: te puna whakaaro. (37), 1-13 Retrieved from http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/spj37/index.html
[Journal article]Authored by: Chapman, J.
Tunmer, WE., & Chapman, JW. (2012). Does Set for Variability Mediate the Influence of Vocabulary Knowledge on the Development of Word Recognition Skills?. SCIENTIFIC STUDIES OF READING. 16(2), 122-140
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Nicholson, T., Greaney, KT., Prochnow, JE., Chapman, JW., & Arrow, AW. (2008). PIRLS before swine: A critique of New Zealand's national literacy strategy. New Zealand Journal of Educational Studies. 43(2), 105-119
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2007). Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: A longitudinal study of dyslexia in New Zealand. Dyslexia. 13(1), 42-66
[Journal article]Authored by: Chapman, J., Tunmer, W.
Chapman, J., Greaney, K., & Tunmer, W. (2007). How well is reading recovery really working in New Zealand?. New Zealand Journal of Educational Studies. 42(1 and 2), 17-29
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2006). Literate cultural capital at school entry predicts later reading achievement: A seven year longitudinal study. New Zealand Journal of Educational Studies. 41(2), 183-204
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Carroll-Lind, J., Chapman, JW., Gregory, J., & Maxwell, G. (2006). The key to the gatekeepers: Passive consent and other ethical issues surrounding the rights of children to speak on issues that concern them. Child Abuse and Neglect. 30(9), 979-989
[Journal article]Authored by: Chapman, J.
Iversen, S., Tunmer, WE., & Chapman, JW. (2005). The effects of varying group size on the Reading Recovery approach to preventive early intervention. Journal of Learning Disabilities. 38(5), 456-472
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2004). Why the reading achievement gap in New Zealand won't go away: Evidence from the PIRLS 2001 international study of reading achievement. New Zealand Journal of Educational Studies. 39(1), 127-145
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Prochnow, JE. (2004). Repressed resilience? A longitudinal study of reading, self-perceptions, and teacher behavior ratings of poor and average readers in New Zealand. Thalamus. 22(1), 9-15
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2003). The Reading Recovery approach to preventive early intervention: As good as it gets?. Reading Psychology. 24(3-4), 337-360
[Journal article]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Allen, R. (2003). Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the State of New Zealand?. Dyslexia. 9(2), 75-98
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Prochnow, JE., & Chapman, JW. (2003). Meeting of Minds or Feeding of Minds?. New Zealand Journal of Educational Studies. 38(1), 105-114
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing. 15(3-4), 341-358
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, W., Chapman, J., Greaney, K., & Prochnow, J. (2002). The contribution of educational psychology to intervention research and practice. International Journal of Disability, Development and Education. 49(1), 11-29 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10349120120115307
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Prochnow, JE., Tunmer, WE., Chapman, JW., & Greaney, KT. (2001). A Longitudinal Study of Early Literacy Achievement and Gender. New Zealand Journal of Educational Studies. 36(2), 221-236
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Prochnow, JE. (2001). Does success in the Reading Recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading. 5, 141-177
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Prochnow, JE. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology. 92(4), 703-708
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW., & Tunmer, WE. (1997). A longitudinal study of beginning reading achievement and reading self-concept.. The British journal of educational psychology. 67
[Journal article]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., & Tunmer, WE. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology. 67(3), 279-291
[Journal article]Authored by: Chapman, J., Tunmer, W.
Greaney, KT., Tunmer, WE., & Chapman, JW. (1997). Effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability. Journal of Educational Psychology. 89(4), 645-651
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (1996). A developmental model of dyslexia: Can the construct be saved?. Dyslexia. 2(3), 179-189
[Journal article]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (1996). Learning to read in New Zealand - Smith,WA, Elley,WB. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 31(1), 77-84
[Journal article]Authored by: Chapman, J., Tunmer, W.
McKay, MM., Chapman, JW., & Long, NR. (1996). Causal attributions for criminal offending and sexual arousal: Comparison of child sex offenders with other offenders. British Journal of Clinical Psychology. 35(1), 63-75
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE. (1995). Development of Young Children's Reading Self-Concepts: An Examination of Emerging Subcomponents and Their Relationship With Reading Achievement. Journal of Educational Psychology. 87(1), 154-167
[Journal article]Authored by: Chapman, J., Tunmer, W.
Arellano, OR., & Chapman, JW. (1992). Academic Self-Concepts among English- and Spanish-Speaking Mexican-American Students. School Psychology International. 13(3), 271-281
[Journal article]Authored by: Chapman, J.
Chapman, JW. (1992). Learning disabilities in New Zealand: where kiwis and kids with LD can't fly.. Journal of Learning Disabilities. 25(6), 362-370
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Boersma, FJ. (1992). Performance of students with learning disabilities on validity indexes of the Perception of Ability Scale for Students.. Perceptual and Motor Skills. 75(1), 27-34
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE. (1991). Recovering reading recovery. Australia and New Zealand Journal of Developmental Disabilities. 17(1), 59-71
[Journal article]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., Lambourne, R., & Silva, PA. (1990). Some antecedents of academic self-concept: a longitudinal study.. The British journal of educational psychology. 60
[Journal article]Authored by: Chapman, J.
STGEORGE, R., CHAPMAN, JW., & LAMBOURNE, RD. (1990). THE FACTOR STRUCTURE OF TOSCA. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 25(1), 27-36
[Journal article]Authored by: Chapman, J.
Chapman, JW., Lambourne, R., & Silva, PA. (1990). SOME ANTECEDENTS OF ACADEMIC SELF‐CONCEPT: A LONGITUDINAL STUDY. British Journal of Educational Psychology. 60(2), 142-152
[Journal article]Authored by: Chapman, J.
Chapman, JW. (1988). Special education in the least restrictive environment: Mainstreaming or maindumping?. Australia and New Zealand Journal of Developmental Disabilities. 14(2), 123-134
[Journal article]Authored by: Chapman, J.
Chapman, JW. (1988). Cognitive-Motivational Characteristics and Academic Achievement of Learning Disabled Children: A Longitudinal Study. Journal of Educational Psychology. 80(3), 357-365
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Mcalpine, DD. (1988). Students' Perceptions of Ability. Gifted Child Quarterly. 32(1), 222-225
[Journal article]Authored by: Chapman, J.
Chapman, JW. (1988). Learning Disabled Children’s Self-Concepts. Review of Educational Research. 58(3), 347-371
[Journal article]Authored by: Chapman, J.
STGEORGE, R., CHAPMAN, JW., & ADAMS, JR. (1987). PERCENTILE RANK SHIFTS ON THE PATS AS A RESULT OF MARKING ERRORS. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 22(2), 221-224
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., & LAWES, MM. (1987). OPEN-ENDED ATTRIBUTIONS FOR OUTCOME ON A MAJOR NATIONAL EXAMINATION. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 57, 205-211
[Journal article]Authored by: Chapman, J.
STGEORGE, R., & CHAPMAN, JW. (1987). WISC-R ITEM CHARACTERISTICS - A STUDY WITH 11-YEAR-OLD NEW-ZEALAND CHILDREN. NEW ZEALAND JOURNAL OF PSYCHOLOGY. 16(1), 28-36
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., & BOERSMA, FJ. (1986). STUDENTS PERCEPTION OF ABILITY SCALE - COMPARISON OF SCORES FOR GIFTED, AVERAGE, AND LEARNING-DISABLED STUDENTS. PERCEPTUAL AND MOTOR SKILLS. 63(1), 57-58
[Journal article]Authored by: Chapman, J.
Chapman, JW., & Pitceathly, AS. (1985). Sexuality and mentally handicappedpeople: Issues of sex education, marriage,parenthood, and care staff attitudes. Australia and New Zealand Journal of Developmental Disabilities. 11(4), 227-235
[Journal article]Authored by: Chapman, J.
Ryba, KA., Chapman, JW., & Vernon, PE. (1985). Computer aided training of cognitive processing strategies with developmentally handicapped adults. Australia and New Zealand Journal of Developmental Disabilities. 11(1), 17-24
[Journal article]Authored by: Chapman, J.
PITCEATHLY, AS., & CHAPMAN, JW. (1985). SEXUALITY, MARRIAGE AND PARENTHOOD OF MENTALLY-RETARDED PEOPLE. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING. 8(3), 173-181
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., STGEORGE, R., & IBELL, R. (1985). ERROR RATE DIFFERENCES IN TEACHER MARKING OF THE PROGRESSIVE ACHIEVEMENT-TESTS - SEX, ABILITY, SES AND ETHNICITY EFFECTS. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 20(2), 165-169
[Journal article]Authored by: Chapman, J.
Ryba, KA., Edelman, L., & Chapman, JW. (1984). Academic self concept and personal adjustment of work-experience class students. Australia and New Zealand Journal of Developmental Disabilities. 10(4), 197-202
[Journal article]Authored by: Chapman, J.
Chapman, JW., George, R., & Van Kraayenoord, CE. (1984). Identification of “learning disabled” pupils in a new zealand form 1 sample. Australia and New Zealand Journal of Developmental Disabilities. 10(3), 141-149
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW. (1984). THE SELF-CONCEPT OF MAORI SCHOOL PUPILS REVISITED - A CRITIQUE OF RANBY STUDY AND SOME NEW DATA. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 19(1), 45-54
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., & LAWES, MM. (1984). CONSISTENCY OF CAUSAL ATTRIBUTIONS FOR EXPECTED AND ACTUAL EXAMINATION OUTCOME - A STUDY OF THE EXPECTANCY CONFIRMATION AND EGOTISM MODELS. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 54(JUN), 177-188
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., SILVA, PA., & WILLIAMS, SM. (1984). ACADEMIC SELF-CONCEPT - SOME DEVELOPMENTAL AND EMOTIONAL CORRELATES IN 9-YEAR-OLD CHILDREN. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 54(NOV), 284-292
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., & STGEORGE, R. (1984). THE WISC-R - RESULTS WITH A NEW-ZEALAND SAMPLE AND RELATIONSHIPS WITH TOSCA AND PATS. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 19(2), 184-188
[Journal article]Authored by: Chapman, J.
STGEORGE, R., & CHAPMAN, JW. (1984). MAORI AND EUROPEAN ABILITY GROUP PLACEMENTS - TOSCA VERSUS PATS. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 19(2), 160-161
[Journal article]Authored by: Chapman, J.
Bain, HC., Boersma, FJ., & Chapman, JW. (1983). Academic Achievement and Locus of Control in Father-Absent Elementary School Children. School Psychology International. 4(2), 69-78
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., & BOERSMA, FJ. (1983). A CROSS-NATIONAL-STUDY OF ACADEMIC SELF-CONCEPT USING THE STUDENTS PERCEPTION OF ABILITY SCALE. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 18(1), 69-75
[Journal article]Authored by: Chapman, J.
CHAPMAN, JW., SILVA, PA., & BOERSMA, FJ. (1983). STUDENTS PERCEPTION OF ABILITY SCALE - DEVELOPMENT OF A SHORT FORM. PERCEPTUAL AND MOTOR SKILLS. 57(3), 799-802
[Journal article]Authored by: Chapman, J.
STGEORGE, R., & CHAPMAN, JW. (1983). TOSCA RESULTS FROM A NEW-ZEALAND FORM-I SAMPLE. NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES. 18(2), 178-183
[Journal article]Authored by: Chapman, J.
Boersma, FJ., & Chapman, JW. (1982). Teachers' and mothers' academic achievement expectations for learning disabled children. Journal of School Psychology. 20(3), 216-221
[Journal article]Authored by: Chapman, J.
Cullen, JL., Boersmam, FJ., & Chapman, JW. (1981). Characteristics of third-grade learning disabled children. Learning Disability Quarterly. 4(2), 224-230
[Journal article]Authored by: Chapman, J.

Book

Tunmer, WE., & Chapman, JW. (Eds.) (2015). Excellence and equity in literacy instruction: The case of New Zealand. Basingstoke, UK: Palgrave Macmillan
[Edited Book]Edited by: Chapman, J.
Chapman, JW., Greaney, KT., & Prochnow, JE. (2015). Literacy performances of young adults in New Zealand: Outcomes of school-based literacy instruction. In WE. Tunmer, & JW. Chapman (Eds.) Excellence and equity in literacy education: The case of New Zealand. (pp. 71 - 92). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Chapman, J., Prochnow, J.Contributed to by: Chapman, J.Edited by: Chapman, J.
Chapman, JW., Greaney, KT., & Tunmer, WE. (2015). Is reading recovery an effective early literacy intervention programme for children who most need literacy supports?. In WE. Tunmer,, & JW. Chapman, (Eds.) Excellence and equity in literacy education: The case of New Zealand.. (pp. 41 - 70). Basingtoke, UK: Palgrave Macmillan
[Chapter]Authored by: Chapman, J.Contributed to by: Chapman, J.
Prochnow, J., Tunmer, WE., & Arrow, AW. (2015). Literate cultural capital and Matthew effects in reading achievement. In WE. Tunmer, & JW. Chapman (Eds.) Excellence and equity in literacy education: The case of New Zealand. (pp. 145 - 170). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Prochnow, J., Tunmer, W.Edited by: Chapman, J.
Chapman, JW., Prochnow, JE., & Arrow, AW. (2015). Eleven myths about literacy education in New Zealand. In WE. Tunmer, & JW. Chapman (Eds.) Excellence and Equity in Literacy Education: The case of New Zealand. (pp. 214 - 235). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Chapman, J., Prochnow, J.Edited by: Chapman, J.
Arrow, AW., Chapman, J., & Greaney, KT. (2015). Meeting the needs of beginning readers through differentiated instruction. In WE. Tunmer, & J. Chapman (Eds.) Excellence and equity in Literacy Education: The case of New Zealand. (pp. 171 - 193). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Chapman, J.Edited by: Chapman, J.
Arrow, AW., Greaney, K., & McLachlan, CJ. (2015). Teacher knowledge needed for differentiated instruction. In WE. Tunmer, & JW. Chapman (Eds.) Equity and Excellence in Literacy Education: The Case of New Zealand.. (pp. 194 - 213). London, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A.Edited by: Chapman, J.
McLachlan, CJ., & Arrow, AW. (2015). Literacy and the early education curriculum in New Zealand. In WE. Tunmer, & J. Chapman (Eds.) Equity and excellence in literacy education: The case of New Zealand. (pp. 95 - 120). United Kingdom: Palgrave Macmillan
[Chapter]Authored by: Arrow, A.Edited by: Chapman, J.
Chapman, JW. (2010). Theory and research into practice. In DM. McInerney, & V. McInerney (Eds.) Educational Psychology: Constructing Learning. (pp. 470 - 474). Frenchs Forest, NSW, Australia: Pearson Australia
[Chapter]Authored by: Chapman, J.
Tunmer, WE., Prochnow, JE., Greaney, KT., & Chapman, JW. (2007). What's wrong with New Zealand's literacy strategy?. In R. Openshaw, & J. Soler (Eds.) Reading Across International Boundaries: History, Policy and Politics. (pp. 19 - 42). Charlotte, NC, United States: Information Age Publishing
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW. (2006). Theory and research into practice: Self-esteem, self-concept and reading. In D. McInerney, & V. McInerney (Eds.) Educational Psychology. (pp. 498 - 500). Frenchs Forest, NSW: Pearson Education
[Chapter]Authored by: Chapman, J.
Chapman, JW. (2006). Theory and research into practice: Self-esteem, self-concept and reading. In DM. McInerney, & V. McInerney (Eds.) Educational Psychology: Constructing Learning. (pp. 498 - 500). Frenchs Forest, NSW: Pearson Education Australia
[Chapter]Authored by: Chapman, J.
Tunmer, WE., & Chapman, JW. (2006). Conflicting theories on the developmental progression of phonological awareness in children: A further test of the psychological processing account. In CM. Fletcher Flinn, & GM. Haberman (Eds.) Cognition and Language: Perspectives from New Zealand. (pp. 127 - 140). Bowen Hills, QLD: Australian Academic Press
[Chapter]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., & Chapman, JW. (2006). Metalinguistic abilities, phonological recoding skill, and the use of context in beginning reading development: A longitudinal study. In R. Malatesha Joshi, & PG. Aaron (Eds.) Handbook of Orthography and Literacy. (pp. 617 - 635). Mahwah, NJ: Lawrence Erlbaum Associates
[Chapter]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2003). Preventing negative Matthew effects in at-risk readers: A retrospective study. In BRF. Ed (Ed.) Preventing and remediating reading difficulties: Bringing science to scale. (pp. 121 - 163). Baltimore, MD: York Press
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., Prochnow, JE., & Chapman, JW. (2003). Science in educational research. In J. Swann, & JP. Eds (Eds.) Educational Research in Practice: Making Sense of Methodology. (pp. 84 - 97). London, UK: Continuum
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Report

Chapman, JW., Arrow, AW., Tunmer, WE., & Braid, C.(2016). Early Literacy Research Project: Report to the New Zealand Ministry of Education for Year 1 (2015) Phase. Massey University, Palmerston North
[Technical Report]Authored by: Arrow, A., Chapman, J.
Chapman, JW.(2016). Research Report on the Predictive Abilities and Effectiveness of Assessment Tools for Monitoring Literacy Programmes in Primary Schools, Involving the Quick60 Programme..
[Technical Report]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE.(2007). Review of "An international perspective on dyslexia" prepared by Nicola Durling for the Ministry of Education.
[Technical Report]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Prochnow, JE. (2002). Preventing negative Matthew effects in at-risk readers: A retrospective study - Final Report - Phase IV. Research Division, Ministry of Education.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Greaney, KT., Chapman, JW., & Tunmer, WE. (2002). An evaluation of the Four Minute Reading Programme. Massey University, College of Education.
[Commissioned Report]Authored by: Chapman, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002). The structure of relationships between language-related factors, achievement-related beliefs, gender and beginning reading achievement. Massey University, Institute for Professional Development.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002). Preventing negative Matthew effects in at-risk readers: A retrospective study. Massey University, College of Education.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Chapman, JW., Kearney, AC., . . . Maw, N. (2002). Special education 2000: Monitoring and evaluation of the policy: Final report summary: Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Chapman, J., Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Conference

Chapman, JW.(2016, June). Learning disabilities in New Zealand. .
[Conference]Authored by: Chapman, J.
Arrow, AW., & Chapman, JW. (2015, September). Can the use of differentiated instruction from school entry reduce New Zealand's persistently large inequities in literacy achievement outcomes?. Presented at British Educational Research Association Conference. Belfast, Norther Ireland.
[Conference Oral Presentation]Authored by: Arrow, A., Chapman, J.
Chapman, JW. (2015). Learner autonomy: When philosophy meets pedagogy. Proceedings of the 7th International Conference on Teaching English as a Foreign Language. (pp. 13 - 24). Purwokerto, Indonesia: 7th International Conference on Teaching English as a Second Language
[Conference Paper in Published Proceedings]Authored by: Chapman, J.
Chapman, JW., & Tunmer, WE.The Literacy Performance of ex-Reading Recovery Students Between Two and Four Years Following Participation in the Program: Is this Intervention Effective for Students with Early Reading Difficulties?. . Vancouver, BC, Canada
[Conference Paper]Authored by: Chapman, J.
Chapman, JW.Transforming learning in an online environment for ASEAN countries: Lessons learning from Massey University. . Bangkok, Thailand
[Conference Paper]Authored by: Chapman, J.Edited by: Chapman, J.
Chapman, JW.Transition to online learning: The case of Massey University. . Bangkok, Thailand
[Conference Paper]Authored by: Chapman, J.Edited by: Chapman, J.
Prochnow, J., Tunmer, WE., & Chapman, J. (2014). The effectiveness of an integrated system for preventing and remediating reading disabilities. In B. Tunmer, J. Chapman, & J. Prochnow (Eds.): 38th Annual International Academy for Research in Learning Disabilities Conference
[Conference Paper in Published Proceedings]Authored by: Prochnow, J., Tunmer, W.Edited by: Chapman, J., Prochnow, J.
Tunmer, WE., Chapman, J., & Prochnow, J. (2014, July). The effectiveness of an integrated system for preventing and remediating reading disabilities. Presented at 38th Annual IARLD Conference. Lithuania.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.Edited by: Chapman, J., Prochnow, J.
Prochnow, J., Tunmer, B., & Chapman, J.The relationship between inattentive behaviours and reading difficulties. . Kuching, Sarawak, Malaysia
[Conference Paper]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, B., Prochnow, JE., & Chapman, J. (2013). The relationship between inattentive behaviours and reading difficulties. In 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]: Programme and Abstracts(pp. 20 - 20). , 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013] Malaysia: Centre for Excellence for Disability Studies (CoEDS), University of Malaysia Sarawak
[Conference Abstract]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, B., & Chapman, J.Reconceptualizing the simple view of reading model of reading difficulties. . Kuching, Sarawak, Malaysia
[Conference Paper]Authored by: Chapman, J., Tunmer, W.
Chapman, J. (2013, February). Keynote address: Educational skills for the 21st century: Global and ASEAN. Presented at 6th International Conference on Educational Reform [ICER2013]: ASEAN Education in the 21st Century. Siem Reap, Cambodia.
[Conference Oral Presentation]Authored by: Chapman, J.
Chapman, J., & Tunmer, B. (2013, June). Correlates and possible causes of young adults' reading difficulties. Presented at 1st Asia-Pacific Conference on Dyslexia and Other Learing Disabilities [APCoLD 2013]. Kuching, Sarawak, Malaysia.
[Conference Oral Presentation]Authored by: Chapman, J., Tunmer, W.
Chapman, J., & Tunmer, B. (2013). Correlates and possible causes of young adults' reading difficulties. In 1st Asia-Pacific Conference on Dyslexia and Other Learing Disabilities [APCoLD 2013]: Programme and Abstracts, 1st Asia-Pacific Conference on Dyslexia and Other Learing Disabilities [APCoLD 2013] Malaysia: Centre of Excellence for Disability Studies (CoEDS), University of Malaysia Sarawak
[Conference Abstract]Authored by: Chapman, J., Tunmer, W.
Chapman, J., & Tunmer, B. (2013). Correlates and possible causes of young adults' reading difficulties. 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]: Oral Presentations. (pp. 1 - 11). Malaysia: 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]
[Conference Paper in Published Proceedings]Authored by: Chapman, J., Tunmer, W.
Chapman, J.Educational skills for the 21st Century: Global and ASEAN. . Siem Reap, Cambodia
[Conference Paper]Authored by: Chapman, J.
Tunmer, WE., & Chapman, .Reconceptualizing the simple view of reading model of reading difficulties. . Malaysia
[Conference Paper]Authored by: Chapman, J.
Prochnow, J., Tunmer, B., & Chapman, J. (2013, June). The relationship between inattentive behaviours and reading difficulties. Presented at 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]. Kuching, Sarawak, Malaysia.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Chapman, JW.(2013, February). Education Skills for the 21st Century: Global and ASEAN.. Proceedings of the 6th International Conference on Education Reform (ICER 2013): ASEAN Education in the 21st Century. (pp. 36 - 58). Retreived from http://www.icer.ac.th/
[Conference]Authored by: Chapman, J.
Chapman, J., & Tunmer, W.(2011). Gender, ethnicity and literacy performance among young adults: When more seems to result in less. . Wellington, New Zealand
[Conference Paper]Authored by: Chapman, J., Tunmer, W.
Prochnow, JE., Tunmer, WE., & Chapman, JW. (2013). A Longitudinal Investigation of the Influence of Literacy-related Skills, Reading Self-perceptions, and Inattentive Behaviours on the Development of Literacy Learning Difficulties.
[Conference Poster]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, W., & Chapman, J. (2011). Should vocabulary knowledge be included as a separate component in the Simple View of Reading (SVR) framework for diagnosing and categorizing reading difficulties?. Poster session presented at the meeting of 35th Annual International Academy for Research in Learning Disabilities conference. Taipei, Taiwan
[Conference Poster]Authored by: Chapman, J., Tunmer, W.
Tunmer, W., Chapman, J., & Hoover, W.(2010). Vocabulary knowledge and the development of word recognition skills: The missing link?. . Berlin, Germany
[Conference Paper]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., & Tunmer, WE. (2010). Remedial reading in school and relations with literacy levels of young adults: Results for New Zealand from the 2006 adult literacy and life skills survey. Poster session presented at the meeting of 33rd Annual Conference of the International Academy for Research in Learning Disabilities. Maimi, FL
[Conference Poster]Authored by: Chapman, J., Tunmer, W.
Chapman, JW., Tunmer, WE., & Harker, RK.(2009). Adult literacy in New Zealand 1996-2006: We reap what we sow. . University of Canterbury, NZ
[Conference Paper]Authored by: Chapman, J., Tunmer, W.
Chapman, JW. (2008, September). Children's reading self-perceptions: the link between beginning readers views of themselves, motivation, and reading performance. Presented at RTLB Association Conference. Manukau, Auckland, NZ.
[Conference Oral Presentation]Authored by: Chapman, J.
Carroll Lind, J., Chapman, JW., & Raskauskas, J. (2008, November). Bullying: the rough and tumble of school life in New Zealand. Presented at NZARE National Conference. Massey University, Palmerston North.
[Conference Oral Presentation]Authored by: Chapman, J.
Chapman, JW. (2008, June). President International Academy for Research in Learning Disabilities. Presented at 32nd Annual International Academy for Research in Learning Disabilities (IARLD) Conference. Toronto, ON.
[Conference Oral Presentation]Authored by: Chapman, J.
Chapman, JW.(2008). President International Academy for Research in Learning Disabilities. . Toronto, ON
[Conference Other]Authored by: Chapman, J.
Prochnow, JE., Raskauskas, JL., & Chapman, JW. (2007). The relation of reading difficulties to attention problems: A longitudinal follow-up on a new entrant cohort. In 31st Annual 2007 International Academy for Research in Learning Disabilities (IARLD) Conference(pp. 26). : Association Bravo
[Conference Abstract]Authored by: Chapman, J., Prochnow, J.
Prochnow, JE., Raskauskas, JL., & Chapman, JW. (2007). The relation of reading difficulties to attention problems: A longitudinal follow-up on a new entrant cohort. Poster session presented at the meeting of 31st Annual 2007 International Academy for Research in Learning Disabilities (IARLD) Conference. Bled, Slovenia
[Conference Poster]Authored by: Chapman, J., Prochnow, J.
Harker, RK., & Chapman, JW.(2006). Teacher numbers: Attrition and replacement. . Dunedin College of Education, Dunedin, NZ
[Conference Paper]Authored by: Chapman, J.
Tunmer, WE., & Chapman, JW.(2006). Differences in language-related deficits between garden variety and dyslexic poor readers as defined by the Simple View of Reading: Evidence in support of the general language delay hypothesis. . Vancouver, BC, Canada
[Conference Paper]Authored by: Chapman, J., Tunmer, W.
Prochnow, JE., Tunmer, WE., & Chapman, JW. (2005, December). Can literate cultural capital at school entry predict later reading achievment?. Presented at New Zealand Association for Research in Education Conference. Dunedin, NZ.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., & Chapman, JW.(2003, November). Reading recovery: Distinguishing myth from reality. DYSLEXIA: MYTHS, MISCONCEPTIONS, AND SOME PRACTICAL APPLICATIONS. (pp. 99 - 114).
[Conference]Authored by: Chapman, J., Tunmer, W.
Prochnow, JE., Chapman, JW., & Tunmer, WE. (2004, November). Classroom behaviour, academic self-concept and reading achievement: Six year follow-up on a new entrant cohort. Presented at New Zealand Association for Research in Education National Conference 2004. Wellington, NZ.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2003). Why is there such a large gap in reading achievement in New Zealand and what can teachers do about it?. Teacher Educational Forum of Aotearoa New Zealand. (pp. 261 - 272). Palmerston North, NZ
[Conference Paper in Published Proceedings]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Carroll Lind, J., Maxwell, GM., Gregory, JE., & Chapman, JW. (2002, April). The key to the gatekeepers: addressing ethical issues surrounding the rights of children to speak on issues that concern them. Presented at American Educational Research Association Annual Meeting 2002. New Orleans, LA.
[Conference Oral Presentation]Authored by: Chapman, J.
Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002, June). Preventing negative Matthew effects in at-risk readers: A retrospective study. Presented at National Dyslexia Research Foundation 2002 Symposium. Kona Coast, HA.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Prochnow, JE., Tunmer, WE., Chapman, JW., & Greaney, KT. (2001). Gender differences in early literacy intervention: A function of externalizing classroom behaviour?. Poster session presented at the meeting of Nato Advanced Study Institute on Literacy Acquisition, Assessment and Intervention: The Role of Phonology, Orthography, and Morphology. Il Ciocco, Italy
[Conference Poster]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Greaney, KT., Tunmer, WE., & Chapman, JW.(1995, May). The use of rime-based orthographic analogy training as an intervention strategy for reading-disabled children. FOUNDATIONS OF READING ACQUISITION AND DYSLEXIA. (pp. 327 - 345).
[Conference]Authored by: Chapman, J., Tunmer, W.

Other

Chapman, JW. (2015). Is Reading Downunder Upside Down? The Failure of Reading Recovery in New Zealand..
[Other]Authored by: Chapman, J.
Chapman, JW. (2015, July). Is Reading Downunder Upside Down? The Failure of Reading Recovery in New Zealand.. In Department of Educational Psychology, University of Alberta, Edmotnon, Alberta, Canada. Presented at University of Alberta, Edmonton, Alberta, Canada.
[Oral Presentation]Authored by: Chapman, J.
Chapman, J. (2010). An interview with Professor James Chapman. (pp. 3 - 7). Massey University
[Other]Authored by: Chapman, J.
Chapman, JW. (2009). Dyslexia recognized in New Zealand. (pp. 155 - 155).
[Other]Authored by: Chapman, J.
Chapman, JW. (2009). Remedial reading methods outdated..
[Other]Authored by: Chapman, J.
Chapman, JW. (2009). Dyslexia myths debunked.
[Other]Authored by: Chapman, J.
Chapman, JW. (2009). Play time promoted as key to learning.
[Other]Authored by: Chapman, J.
Chapman, JW. (2008). Dire teacher shortage at crisis point.
[Other]Authored by: Chapman, J.
Chapman, JW. (2008, October). Dyslexia in New Zealand: response to an intervention?. In SPELD Sepecific Learning Disabilities Federation.. Presented at Masterton, NZ.
[Oral Presentation]Authored by: Chapman, J.
Chapman, JW. (2007). Gender gap in education.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Gender gap in education.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Gender gap in education.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Gender gap in education.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Achievement gap widens between NZ men, women. (pp. News - 9).
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Male-female gap 'bad for society'.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). We need more men in the classrooms. (pp. News - 14).
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Women get Ministry; Men get Labour's cold shoulder.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Teaching 'becoming too feminised'.
[Other]Authored by: Chapman, J.
Chapman, JW. (2007). Male shortage.
[Other]Authored by: Chapman, J.

Consultancy and Languages

Consultancy

  • Jan 2014-Jan 2016 - Semarang State University, Indonesia
    International Expert for Curriculum Re-development project across the University.

Supervision and Teaching

Summary of Doctoral Supervision

Position Current Completed
Supervisor 0 6
CoSupervisor 2 5

Teaching

Quantitative research methods

Current Doctoral Supervision

CoSupervisor of:

  • Christine Braid - PhD
    Examining teacher knowledge and practice that contributes to early reading success for all children
  • Thi Hong Nhung Nguyen - PhD
    The development of a contextualized self-evaluation tool for internationalization at Vietnamese universities

Completed Doctoral Supervision

Supervisor of:

  • 2015 - Lalida Sasai - PhD
    The Relationship between Self-Regulated Learning and the Use of Online Portfolios in an Online Learning Environment
  • 2015 - Supornphan Konchiab - PhD
    Development of Communication Strategy Instruction For A Tourism Education Programme in Thailand
  • 2007 - Andrea Selena Vosslamber - PhD
    Strategy Instruction and Teacher Professional Development to Aid the Teading Comprehension of Year 4 students
  • 2007 - Janis Lindsay Carroll-Lind - PhD
    Children's Perceptions of Violence: The Nature, Extent, and Impact of their Experiences
  • 2005 - Mrs Sally Elizabeth Hansen - PhD
    An Investigation of English Teacher Efficacey Beliefs: Subject-Specificity, Subject-Congruency, and Associated Factors.
  • 1995 - Mr Colin John Gibbs - PhD
    Teacher Efficacy, Orientations Toward Children and Self-Esteem: The Effects of Student Teaching Practice.

CoSupervisor of:

Media and Links

Media

  • 29 Sep 2016 - Radio
    Reading Recovery
    Interviewed on Morning Report about New South Wales pulling back from Reading Recovery and whether New Zealand should do the same.
  • 14 Feb 2016 - Newspaper
    Sunday Star-Times
    Reported interview about outdated nature of the Reading Recovery programme.
  • 09 Sep 2014 - Newspaper
    Reading program failing goals
    Interview with Kevin Donnelly, The Australian newspaper.
  • 08 Sep 2014 - Online
    Little progress in tackling 'flawed' literacy plan
    Interview with James Fyfe, TV3 Online News about problems with New Zealand literacy teaching
  • 08 Feb 2016 - Radio
    ABC National Radio Australia: Reading Recovery
    Extended interview (30 minutes) on the Australian ABC Life Matters National Radio programme about the effectiveness of the Reading Recovery programme.
  • 03 Sep 2014 - Radio
    New Zealand's literacy teaching problems
    ABC Radio, Melbourne, interviewed 3.05pm regarding problems with New Zealand's literacy strategy and Reading Recovery
  • 02 Sep 2014 - Newspaper
    Reading Recovery a 'failed program'
    Interview for the Melbourne Age newspaper
  • 01 Oct 2014 - Magazine
    The Knew Illiteracy, North & South
    Interview with Joanna Wane, North & South (pp.32-40), about literacy and writing standards of NZ school children & university students.
  • -

    Interview regarding Dyslexia's recognition in New Zealand in Asia-wide university and education publication. I was invited to participate in the interview because of my leading reputation in research

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