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Flashing out or fleshing out? A developmental perspective on a universal model of reading

  • Bruce D. Homer (a1), Russell Miller (a1) (a2) and Seamus Donnelly (a1)
Abstract

The principles for universal reading models proposed by Frost correspond to developmental theories, in which neurocognitive constraints and cultural experiences shape development. We question his contention that Hebrew word identification is fundamentally about roots, excluding verbal and nominal word-pattern morphemes; and we propose that readers use all information available in stimuli, adjusting for volume and usefulness.

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Deutsch, A., Frost, R. & Forster, K. I. (1998) Verbs and nouns are organized and accessed differently in the mental lexicon: Evidence from Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition 24(5):1238–55.
Deutsch, A., Frost, R., Peleg, S., Pollatsek, A. & Rayner, K. (2003) Early morphological effects in reading: Evidence from parafoveal preview benefit in Hebrew. Psychonomic Bulletin and Review 10(2):415–22.
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Frost, R., Forster, K. I. & Deutsch, A. (1997) What can we learn from the morphology of Hebrew: A masked priming investigation of morphological representation. Journal of Experimental Psychology: Learning Memory, and Cognition 23(4):829–56.
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Homer, B. D. (2009) Literacy and metalinguistic development. In: The Cambridge handbook of literacy, ed. Olson, D. R. & Torrance, N., pp. 487500. Cambridge University Press.
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Miller, R. (2012) Early neural differentiation of word function in written Hebrew. Doctoral Dissertation, The Graduate Center, City University of New York. Manuscript in progress.
Pulvermüller, F., Shtyrov, Y. & Hauk, O. (2009) Understanding in an instant: Neurophysiological evidence for mechanistic language circuits in the brain. Brain and Language 110(2):8194.
Shimron, J. (2006) Reading Hebrew: The language and the psychology of reading it. Erlbaum.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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