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-readingmodel
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.
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."
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
Negative of Interactive -Favoring one mode such as Top-Down over BottomUp 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)”
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.
Health and Exercise Science - Implementing the
Interactive Reading Model into a Physical and Health
Education teacher’s 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