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

Published online by Cambridge University Press:  29 August 2012

Bruce D. Homer ,
Russell Miller  and
Seamus Donnelly
Bruce D. Homer
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. bhomer@gc.cuny.eduSDonnelly@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html
Russell Miller
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. bhomer@gc.cuny.eduSDonnelly@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016Center for Intentional Media, New York, NY 10027. rm@intentionalmedia.net
Seamus Donnelly
Affiliation:
Program in Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, NY 10016. bhomer@gc.cuny.eduSDonnelly@gc.cuny.eduhttp://web.gc.cuny.edu/content/edpsychology/pages/BHomer.html
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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.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 35 , Issue 5 , October 2012 , pp. 289 - 290
Copyright
Copyright © Cambridge University Press 2012 

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References

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