1. Readers use both knowledge of word structure and background knowledge to
interpret the texts they read. For example, a student who encounters an
unknown word might use surface structure systems like graphophonic, or lettersound, knowledge to decode the word. A different student might find it easier
to use deep structure systems like semantic knowledge, such as meaning and
vocabulary, to decode the same unknown word. Each student makes
connections in different ways. This process validates and supports both
methods of understanding, realizing that individual’s process information in
very different ways.
Interactive model suggest that the reader constructs’ meaning by the selective
use of information from all sources of meaning (graphemics , phonemic,
morphemic, syntax) without adherence to any one set order.
Themes
Main idea
Ideadetails
Phrases
Words
Bottom-up processing
top-down processing
Graphophonic is the patterns of relationships between letters and sound. Graphophonic is used
mostly in a cueing system where it is based on evaluating letters and phonemes. A phoneme
refers to an irreducible phonetic element that corresponds to a particular sound.
We sound out words by their parts using graphophonic techniques. A student may not recognize a word
when written, but instantly knows a word's definition when the word is heard or successfully pronounced.
This is the difference between a person's oral vocabulary versus his reading vocabulary.