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
What Teachers Should Know
Rosie Amstutz
Meghan Manning
Lori Batts
Sara Dunham
Elizabeth Scott
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
An Overview
 An
interactive reading
model is a reading
model that recognizes
the interaction of
bottom-up and topdown processes
simultaneously
throughout the reading
process.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.htm
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Emerald Dechant:
o
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Kenneth Goodman:
o
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The interactive model suggests that the reader constructs meaning by the selective use
of information from all sources of meaning (graphemic, phonemic, morphemic, syntax,
semantics) without adherence to any one set order. The reader simultaneously uses all
levels of processing even though one source of meaning can be primary at a given time.
(Dechant, 1991)
An interactive model is one which uses print as input and has meaning as output. But
the reader provides input, too, and the reader, interacting with the text, is selective in
using just as little of the cues from text as necessary to construct meaning. (Goodman,
K., 1981)
David E. Rumelhart:
o
Reading is at once a perceptual and a cognitive process. It is a process which bridges
and blurs these two traditional distinctions. Moreover, a skilled reader must be able to
make use of sensory, syntactic, semantic, and pragmatic information to accomplish the
task. These various sources of information appear to interact in many complex ways
during the process of reading (Rumelhart, D. 1985).
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.htm
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It focuses on the belief that what motivates a student to
read is important.

A reader is more likely to retain knowledge of the material
they are reading if they have an interest in what they are
reading.

A student’s attitude toward reading is important, and a way
to help students have a positive attitude toward reading is
to allow them to pick topics of reading that interest them.
(Ruddell & Unrau, 1994)
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
What does a teacher of the Interactive Reading Model looks like?

Does not ‘teach’ in the sense
of transferring knowledge to
the pupil; rather, the teacher
serves as a mediator to
assist the student in
becoming consciously aware
of knowledge already
possessed

Engages the student in a
collaborative process of
inquiry and self improvement

Models through action and
allows the student to discover
answers for himself or
herself.
(Ruddell & Unrau, 1994, p. 1489)

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, stimulate
intellectual curiosity, explore students’ selfunderstanding, uses aesthetic imagery and
expression and encourages problem
solving

Are warm, caring, and flexible

Have high expectations of themselves and
their students.

Are concerned about their students as
individuals.
(Ruddell & Unrau, 1994, p. 1489)

A teacher’s role is helping those students use their skills and prior
knowledge to discover the information on their own.
o The teacher provides the connection between the knowledge and the students.
o In Vygotsky’s Zone of Proximal Development, students cannot go outside the
zone they begin in until they receive help from a teacher, parent, or coach.
o The teacher is someone who can guide them to reach the outer zones by
helping them scaffold on the knowledge and skills they already possess.

A highly qualified teacher must be able to effectively teach in a
classroom setting.

A prepared teacher has clear and concise instructional strategies ready
beforehand. The teacher has focused goals, plans, and knows to use
formative and summative assessments to monitor student learning.
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
What is needed in a classroom using the Interactive Reading Model?
Materials

Plenty of interesting texts which people are highly motivated to read. These can
be preprinted or student-generated, or both.
Offer a variety of books on different reading levels and different topics, both fiction
and non-fiction.
o Programs that categorize books so that students and teachers can find books on
their level that interest the reader
o
• AR (Accelerate Reader)
• Lex (Lexile)
• DRA (Diagnostic Reading assessment)

A phonics or syllable-based primer with lessons linked to meaningful texts
(optional).

A teachers' guide listing the sounds or syllables to be taught (optional).
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
Marzano, R. J. (2004).
Literature Circles

Using trade books and reading levels, teachers can also set up a book
club environment called Literature Circles.
o
o
o
o
o

Literature Circles have guidelines, which are set up by the teachers, but which are run
by students.
The students choose their own reading material, and groups are formed based on the
book choice.
These groups meet on a regularly scheduled basis to discuss their reading, and the
topics discussed come from the students.
• The goal of these meetings is to open up with conversations about books so the
personal connections can be made.
Evaluations are made by teacher observations and by students’ self evaluations.
Then when groups finish books, the readers share with their classmates about their
reading, and then new groups are formed based on new reading choices.
Literature Circles have been endorsed by the National Council of
Teachers of English and the International Reading Association
Daniels, H. (2002).
Building Background
Knowledge




Background knowledge is an important part of the
Interactive Reading Model.
It is important that, prior to reading, the students can tap
into their prior knowledge about a topic by talking about
what they already know or how the topic might relate to
something they already know about or have experienced
in their own lives.
One way to do this is by using graphic organizers to relate
students’ own experiences to the topic they are going to
read about.
Graphic organizers can be used in whole or in small
group discussions, or students with more experience can
complete a graphic organizer on their own
Marzano, R. J. (2004).
Parts of the Program
 Reading
Readiness
 Language experience activities or themes
 Shared reading experiences
 Primer lessons (optional)
 Writing lessons to teach letter formation
 Writing lessons to encourage process writing
 Opportunities to develop fluency
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

Reading readiness skills help
prepare learners for the task of
reading. The particular skills they
need to learn will depend on their
previous experience with and
exposure to reading.

Reading readiness skills need to be
taught in a context which gives the
expectation that reading is for
meaning. The learners need to hear
stories read aloud and observe that
reading and writing are useful and
meaningful.

Reading readiness skills are those
abilities necessary for a person to
begin the process of learning to
read.
Examples
 Aural
phonemic awareness
 Teaching someone to handle a book correctly
 Using a pencil correctly
 Understanding and interpreting illustrations
 Discerning shapes
 Understanding the alphabetic principle
 Understanding some concepts and conventions
of print
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

A language experience activity is
usually an activity that learners do
together. It could also be any
experience an individual or group
has had. After the experience, a
teacher or leader helps the learners
write about what they have
experienced.

Here are some examples of
language experience activities:
Taking a trip to an interesting location
Bringing an animal or object to the
classroom to observe and discuss
o Inviting a guest to class
o Taking a walk and observing the
people and surroundings
o
o
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/Glossary
OfLiteracyTerms/WhatIsALanguageExperienceActiv.htm
 Shared
reading is a
reading activity where
a teacher reads a story
while a group of
learners look at the
text being read and
follow along.
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm



Primers are tools used in
teaching reading and writing.
Even though a primer is
usually designed to be used
with a specific literacy
method, the primer is not
itself a method for teaching
reading.
A primer is a book, or series
of books, that contains
instructional material for
teaching reading and writing
to beginners or semiliterate
learners.
It is normally divided into a
series of lessons.
Parts and functions

Preprimer Materials
o
o

Basic Primer Materials
o
o

Designed for people who have had little or no exposure to reading and writing,
Focused on reading readiness skills.
Designed for people who have reading readiness skills in place
Focused on word attack skills, certain basic comprehension skills, and basic reading skills,
and writing skills.
Postprimer Materials
o
o
Designed for people who have completed a basic reading instruction program
Focused on higher level comprehension skills and critical reading skills.

A teacher's guide containing directions for using the materials in the primer or
primer series.

The design of a primer or primer series will vary depending on
o
o
the reading and writing program in which it is being used, and
the needs of the learners.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAPrimer.htm
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What kind of professional development is necessary?




By receiving professional
development, teachers can better
understand the principles of the
interactive model and how it looks
in the classroom.
Teachers need guidance and
instruction on how to teach students
to engage in meaningful
conversations and how to model
these conversations and use of
language to students
Teachers can learn what concepts
need to be focused on at different
reading levels and based on the
students’ needs.
Teachers will be provided with
training on how to access physical
resources, especially engaging texts
to keep their students motivated to
read.

Videos are a great way to share with
teachers how the model looks in
classrooms of different grades.

Workshop series that focus on questioning.
o
Teachers learn to model questioning and
how to teach students to ask deeper
questions about their and their peers’
reading.

Workshops based around how teachers can
bring experiences into the classroom and
bring the students outside of the classroom
for experiences.

Workshops guiding in how to create
meaningful lessons using motivating and
exciting texts before and after the
experiences to help all students better
understand what they have seen, heard
and discussed.

Training workshops on how to access
physical resources, especially engaging
texts to keep their students motivated to
read.


What does the Interactive Reading Model look like in the classroom?
First Grade
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Materials:
Phonics primers
o Phonics workbooks
o Phonics charts and posters
o Plentiful authentic literature
o

Students:
Struggle to decode words in oral reading.
o Re-read sentences after decoding unknown words to assist with fluency and
comprehension.
o Practice correct letter formation through writing activities
o Writing activities based on language experiences
o
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Teachers:
Access prior knowledge of students before shared reading.
o Draw attention to concepts of print, phonics elements
o Monitors students for correct holding of pencils, proper book handling,
comprehending and comprehension.
o Demonstrates student knowledge and meaning through use of graphic organizers.
o
Third Grade
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Materials:
o
o
o
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Students:
o
o
o
o
o
o

Struggle to decode fewer words in reading.
Begin word study by examining roots and affixes.
Writing activities based upon language experiences.
Participate in Writing Workshop
Begin to create their own graphic organizers.
Amount of independent reading time is increased.
Teachers:
o
o

Postprimers
Postprimer workbooks
Plentiful authentic literature
Access prior knowledge of students before shared reading.
Read aloud fewer picture books than in previous grades. Instead read more chapter books.
Classroom:
o
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.
Fifth Grade

Materials:
o

Students:
o
o
o
o
o
o

Plentiful authentic literature
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:
Access prior knowledge of students before shared reading.
Read aloud fewer picture books than in previous grades. Instead read more chapter
books.
o Supervise literature circles.
o Conduct writing workshops.
o
o

Classroom:
o
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.



http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
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http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveRea
dingMode.htm
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http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsALanguageExperi
enceActiv.htm
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http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAPrimer.htm
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http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
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Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups. Ontario: Stenhouse
Publishers.
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Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria: ASCD.
Ruddell, R., & Unrau N.J. Reading as a meaning-construction process: The reader, the text, and the teacher. From
Ruddell, M.R., & Singer, H. (Eds.). Theoretical models and processes of reading (4th ed., pp. 996-1056).
(1994). International Reading Association.