Interactive Reading Model

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Interactive Reading Model and Theory
By Patrick, Alex, Caitlin Mickey And Matt
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Part A
An interactive reading model is a reading model
that recognizes the interaction of bottom-up and
top-down processes simultaneously throughout the
reading process.
http//www.slideshare.net/rosieamstutz/interactive
-reading-model
Focuses on the belief that what motivates a
student to read is important. A reader is most
likely to retain the knowledge of the material if
they have an interest in what they are reading.
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Part B
The main proponent of the Interactive model is
David Rumelhart. He publicized his findings on
the model in 1985 in his work Toward an
Interactive Model of Reading
Other theorists include Barr, Sadow, and
Blachowicz, who wrote the book Reading diagnosis
for teachers An instructional approach, as well
as Ruddell and Speaker, who wrote The
interactive reading process A model."
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Part C
Positives of Interactive - The Interactive Model
Takes the Top-Down and Bottom-Up models and
combines them together. Relies on past knowledge
for imagery in texts According to Stanovich
(Nada) Top-Down processing may be easier for
the poor reader who may be slow at word
recognition but has knowledge of the text
topic Easier for students who rely on brining in
past knowledge to understand text Bottom-Up
processing may be easier for the reader who is
skilled at word recognition but does not know
much about the text Can use hooked on Phonics!
Since the method requires students to match
letters with sounds Repetition and drills to
remember sounds that makes up words. Can
implement flash card
Stanovich
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Part C
Negative of Interactive -Favoring one mode such
as Top-Down over Bottom-Up has been shown to
cause reading problems for learners. Negatives
of Top-Down (According to Nada) Nada states that
In making the perfectly valid point that fluent
reading is primarily a cognitive process, they
tend to deemphasize the perceptual and decoding
dimensions of that process Nada states that
This model is good for the skillful, fluent
reader for whom perception and decoding have
become automatic, not for the less proficient,
developing reader Negatives of Bottom-Up
(According to Nada) Nada states that This model
has a tendency to depict the information flow in
a series of discrete stages, with each stage
transforming the input and then passing the
recorded information on to the next higher
stage Nada states that An important shortcoming
of this model is the fact that it is difficult to
account for sentence-context effects and the role
of prior knowledge of text topic as facilitating
variables in word recognition and comprehension
(because of lack of feedback)
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Part D
History The interactive reading model will
affect the way that a history teacher has his or
her students read in the classroom. This model
allows students to bring the knowledge they
already have and apply it to the reading.
Students that know about current events will use
this information to the readings and see how the
past can repeat itself. They will also be able to
put themselves into the shoes of a historical
figure, and use prior experiences to better
understand why people of the past reacted in
different ways and why different events occurred.
Teachers can facilitate this by asking questions
that place students in the reading and in guided
reading. They can also use this model by
introducing key words, places, and events prior
to the lesson. Afterword, group discussions allow
students to share their opinions and
interpretations on the events.
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Part D
Health and Exercise Science - Implementing the
Interactive Reading Model into a Physical and
Health Education teachers curriculum should not
be a hard task to accomplish. Students in the
Physical education aspect of High School, which
is where I hope to teach, will already have prior
knowledge of every sport and activity we will
probably do. When reading the description or
letting them read the rules to the students they
will be able to rely on past experiences to
understand the information I have provided. In
health class, the teacher can have the students
read about basic nutrition, and then bring in a
healthy breakfast item the next day. By actually
visualizing the fruit, students will be able to
comprehend the reading on basic nutrition. When
the teacher asks them to name three healthy
breakfast items they use their prior knowledge
and are actively participating. At the end of the
lesson students will value eating a healthy
breakfast. Also, vivid imagery in health books
allows students to remember the material
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