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SIGNPOST
INTERACTION IN THE READING PROCESS INTERACTIVE APPROACHES RUMELHART MODEL STANOVICH MODEL ANDERSON & PEARSON SCHEMA-THEORETIC VIEW PEARSON & TIERNEY R/W MODEL MATHEWSONS MODEL NEW LITERACY APPROACHES
Shows that the writers intention and the readers background knowledge sometimes do not match
C) The role of social, contextual & political variables affecting meaning making
INTERACTIVE APPROACHES
Emphasize the role of prior knowledge or preexisting knowledge in providing the reader with non-visual or implicit information in the text. Also, add the fact that the role of certain kind of information-processing skills is also important. Interactive approaches see the advent of the incorporation of bottom-up and top-down approaches to reading (Eskey, 1988; Samuels and Kamil, 1988).
Interactive Models
Based on influential articles written throughout the late 1970s and 1980s The Rumelhart Model (1977) The Kintsch and van Dijk models (1978,1988,1998) The Just and Carpenter Model (1980) The Stanovich Model (1980) The Anderson & Pearson Schema-Theoretic view(1984) The Pearson & Tierney Reading/Writing Model (1984) Perfettis Model (1985, 1988, 1991) The McClelland, Rumelhart, et. Al Model (1986) The Rayner & Pollatsek Model (1989) Mathewsons Model of Attitude Influence (1976, 1985, 1994) New Literacy Approaches
RUMELHART MODEL
David E. Rumelhart
Successful reading is both a perceptual and a cognitive process Stresses the influence of various sources namely feature extraction, orthographic knowledge, lexical knowledge, syntactic knowledge and semantic knowledge on the text processing and the readers interpretation. Incorporates a mechanism labeled as the message centre, which holds the information and then redirects them as needed. This mechanism allows the sources of knowledge to interact with each other and thereby enable higherlevel processing to influence lower-level processing.
RUMELHART MODEL
In his model:
Graphic information enters the process through a Visual Information Store (VIS) A cognitive Feature Extraction Device selects the important features of the graphic input A Pattern Synthesizer takes this information along with syntactic, semantic, orthographic, lexical and pragmatic knowledge (context) in order to produce the most probable interpretation for the graphic input. The reading process is the result of the parallel application of sensory and non-sensory sources of information
RUMELHART MODEL
Syntactical Knowledge Semantic knowledge
Grapheme Input
VIS
Pattern Synthesizer
Orthographic Knowledge
Lexical Knowledge
Once a Feature Extraction Device has operated on the Visual Information Store, it passes the data to a Pattern Synthesizer which receives input from Syntactical, Semantic, Lexical and Orthographic Knowledge, all operating at the same point.
Keith E. Stanovich
STANOVICH MODEL
Stanovich introduced the interactivecompensatory reading model Neither BU or TD address all areas of reading comprehension But the interactive-compensatory taps into the strengths of both BU and TD Says that readers rely on both BU and TD processes simultaneously and alternatively depending on the reading purpose, motivation, schema and knowledge of the subject
STANOVICH MODEL
Incorporates the compensatory mode to his model with the interaction between the topdown and bottom-up processing. The compensatory mode enables the reader to, at any level compensate for his or her deficiencies at any other level (Samuels and Kamil, 1988: 32). This model has enabled researchers to theorize how good and poor readers approach a text.
STANOVICH MODEL
If there is a deficiency at an early print-analysis stage (BU), higher order knowledge structures (TD) will attempt to compensate. For the poor reader, who may be both inaccurate and slow at word recognition but who has knowledge of the texttopic, TD processing may allow for this compensation E.g. A beginning reader who is weak at decoding reads this and do not know the word emerald. The jeweler put the green emerald in the ring He will still understand the meaning of the sentence because he may use context and knowledge of gems to decide what the word is
STANOVICH MODEL
States that if one of the processors (i.e, orthographic, lexical, syntactic and semantic) fails, other processors will facilitate comprehension For example in a cloze vocabulary exercises:
Beagles, Retriever, Spaniels, as well as other ____ of dogs are favorite canines for hunting enthusiast. The lexical information is absent, but students would guess the word breeds or types, since syntactic and semantic cues compensate for the absent processors
Schema:
An abstract knowledge structure A structure that represents the relationship among its component parts
Failing to recognize authors goal can interfere with comprehension of the main idea or point of view
Planner creates goal, use existing knowledge, decides how to align with the text Composer searches for coherence in gaps with inferences about the relationship within the text Editor examines his interpretations Monitor directs the other 3 roles
Intention to Read
Reading Behavior