Interactive Reading Model and Theory

1. Interactive Reading Model and Theory By: Patrick, Alex, Caitlin Mickey And Matt

2. 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.

3. 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."

4. 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

5. 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)”

6. 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.

7. Part D: 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