Professional Documents
Culture Documents
Interactive Reading
Model?
An Overview
Definition
Bottom-up + Top-down
models of reading.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveRe
adingMode.htm
Influential teachers
Use clearly formulated instructional
strategies that embody focused goals,
plans, and monitoring feedback
Possess in-depth knowledge of reading,
literacy processes and content
knowledge; understands how to teach
these effectively
Tap internal student motivation
Are warm, caring, and flexible
Are concerned about their students as
individuals.
(Ruddell & Unrau, 1994, p. 1489)
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
Marzano, R. J. (2004).
Materials and
Curriculum
Daniels, H. (2002).
Curriculum
and
Materials
Marzano, R. J. (2004).
Background knowledge
is an important part of
the Interactive Reading
Model.
Using graphic
organizers to relate
students own
experiences to the topic
they are going to read
about.
Materials &
Curriculum
Reading Readiness
Language experience
activities or themes
Shared reading experiences
Primer lessons (optional)
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
Interactive Reading
Model in the
Classroom
What does the Interactive Reading Model look like in the
classroom?
Materials:
Interactive
Reading Model in
the Classroom
Phonics primers
Phonics workbooks
Phonics charts and posters
Plentiful authentic literature
Students:
First Grade
Teachers:
Access prior knowledge of students
before shared reading.
Draw attention to concepts of print,
phonics elements
Monitors students for correct holding
of pencils, proper book handling,
Interactive
Reading Model in
the Classroom
Materials:
Postprimers
Postprimer workbooks
Plentiful authentic literature
Students:
Third Grade
Teachers:
Access prior knowledge of students before
shared reading.
Read aloud fewer picture books than in
previous grades. Instead read more
chapter books.
Classroom:
Interactive
Reading Model in
the Classroom
Materials:
Plentiful authentic literature
Students:
Struggle to decode fewer words in reading.
Continued word study by examining roots and
affixes.
Writing activities based upon language experiences.
Continue to create their own graphic organizers.
Amount of independent reading time is increased.
May participate in literature circles.
Teachers:
Fifth Grade
Classroom:
Whole class or small group sharing of meaning
making. Meaning making changes as students
share and interact with each other, the teacher, and
the text.
Interactive Models
RUMELHART MODEL
STANOVICH MODEL
ANDERSON & PEARSON SCHEMATHEORETIC VIEW
MATHEWSONS MODEL OF ATTITUDE
INFLUENCE
NEW LITERACY APPROACHES
RUMELHART MODEL
David E.
Rumelhart
RUMELHART MODEL
Syntactica
l
Knowledg
e
VIS
Feature
extractio
n device
Orthographic
Knowledge
Semantic
knowledg
e
Pattern
Synthesiz
er
Model of
probable
interpretatio
n
Lexical
Knowledg
e
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
reading model
Neither BU or
comprehension
TD
the
address
interactive-compensatory
all
areas
of
reading
STANOVICH MODEL
Incorporates the compensatory mode to his model with
the interaction between the top-down 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
text-topic, 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:
P. David
Pearson
Affective
Component
Intention to Read
Reading Behavior
Conative
Component