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Vision, development, and bilingualism are fundamental in the quest for a universal model of visual word recognition and reading

Published online by Cambridge University Press:  29 August 2012

Nicola J. Pitchford ,
Walter J. B. van Heuven ,
Andrew N. Kelly ,
Taoli Zhang  and
Timothy Ledgeway
Nicola J. Pitchford
Affiliation:
School of Psychology, University of Nottingham, Nottingham NG7 2RD, United Kingdom. [email protected]@[email protected]@[email protected]
Walter J. B. van Heuven
Affiliation:
School of Psychology, University of Nottingham, Nottingham NG7 2RD, United Kingdom. [email protected]@[email protected]@[email protected]
Andrew N. Kelly
Affiliation:
School of Psychology, University of Nottingham, Nottingham NG7 2RD, United Kingdom. [email protected]@[email protected]@[email protected]
Taoli Zhang
Affiliation:
School of Psychology, University of Nottingham, Nottingham NG7 2RD, United Kingdom. [email protected]@[email protected]@[email protected]
Timothy Ledgeway
Affiliation:
School of Psychology, University of Nottingham, Nottingham NG7 2RD, United Kingdom. [email protected]@[email protected]@[email protected]
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Abstract

We agree with many of the principles proposed by Frost but highlight crucial caveats and report research findings that challenge several assertions made in the target article. We discuss the roles that visual processing, development, and bilingualism play in visual word recognition and reading. These are overlooked in all current models, but are fundamental to any universal model of reading.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 35 , Issue 5 , October 2012 , pp. 300 - 301
Copyright
Copyright © Cambridge University Press 2012 

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