The Interactive Reading Model is an approach that incorporates both bottom-up and top-down reading processes. It focuses on student motivation and interest in reading material. A key belief is that students are more likely to understand and retain knowledge from texts they are interested in reading. The model also emphasizes the teacher's role in selecting interesting texts and facilitating student choice over reading topics. In the classroom, the Interactive Reading Model involves the use of leveled texts, literacy circles, writing workshops, and other collaborative activities to develop students' reading comprehension skills.

1. What is the Interactive
Reading Model?
An Overview

2. Definition
• Bottom-up + Top-down models
of reading.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.htm

3. Core Concepts of the Interactive
Reading Model
• 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)

4. Highly Qualified Teachers
What does a teacher of the Interactive Reading Model looks like?

5. A teacher of the interactive reading model…
• Does not ‘teach’ in the sense of
transferring knowledge to the
pupil;
• 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)

6. Influential teachers…
• 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
• Are warm, caring, and flexible
• Are concerned about their students as
individuals.
(Ruddell & Unrau, 1994, p. 1489)

7. Materials and Curriculum
What is needed in a classroom using the Interactive Reading Model?

8. Materials & Curriculum
•Plenty of interesting texts which people are
highly motivated to read.
•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).
Materials
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
Marzano, R. J. (2004).

9. Materials and Curriculum
•Using trade books and reading levels, teachers
can also set up a book club environment called
Literature Circles.
Daniels, H. (2002).

10. Curriculum and
Materials
•Background knowledge is an
important part of the
Interactive Reading Model.
•Using graphic organizers to
relate students’ own
experiences to the topic they
are going to read about.
Building Background Knowledge
Marzano, R. J. (2004).

11. Materials & Curriculum
• Reading Readiness
• Language experience activities or
themes
• Shared reading experiences
• Primer lessons (optional)
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

12. Interactive Reading Model
in the Classroom
What does the Interactive Reading Model look like in the classroom?

13. Interactive
Reading Model
in the
Classroom…
• Materials:
• Phonics primers
• Phonics workbooks
• Phonics charts and posters
• Plentiful authentic literature
• Students:
• Struggle to decode words in oral reading.
• Re-read sentences after decoding unknown
words to assist with fluency and
comprehension.
• Practice correct letter formation through
writing activities
• Writing activities based on language
experiences
• Teachers:
• Access prior knowledge of students before
shared reading.
• Draw attention to concepts of print, phonics
elements
• Monitors students for correct holding of
pencils, proper book handling, comprehending
and comprehension.
• Demonstrates student knowledge and meaning
through use of graphic organizers.
First Grade

14. Interactive
Reading Model
in the
Classroom…
• Materials:
• Postprimers
• Postprimer workbooks
• Plentiful authentic literature
• Students:
• 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:
• Access prior knowledge of students before shared
reading.
• Read aloud fewer picture books than in previous
grades. Instead read more chapter books.
• Classroom:
• 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.
Third Grade

15. Interactive
Reading Model
in the
Classroom…
• Materials:
• Plentiful authentic literature
• Students:
• 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.
• Supervise literature circles.
• Conduct writing workshops.
• Classroom:
• 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

16. Interactive Models
•RUMELHART MODEL
•STANOVICH MODEL
•ANDERSON & PEARSON SCHEMA-THEORETIC VIEW
•MATHEWSON’S MODEL OF ATTITUDE INFLUENCE
•NEW LITERACY APPROACHES

17. RUMELHART MODEL
• Successful reading is both a perceptual and a cognitive process
• Stresses the influence of various sources namely feature
extraction, orthographic knowledge, lexical knowledge, syntactic
knowledge and semantic knowledge on the text processing and
the reader’s interpretation.
• Incorporates a mechanism labeled as the ‘message centre’,
which holds the information and then redirects them as needed.
• This mechanism allows the sources of knowledge to interact
with each other and thereby enable higher-level processing to
influence lower-level processing.
David E.
Rumelhart

18. RUMELHART MODEL
VIS
Feature
extraction
device
Pattern
Synthesizer
Orthographic
Knowledge
Lexical
Knowledge
Syntactical
Knowledge
Semantic
knowledge
Model of
probable
interpretation
Once a Feature Extraction Device has operated on the Visual Information Store, it passes the data to a Pattern
Synthesizer which receives input from Syntactical, Semantic, Lexical and Orthographic Knowledge, all operating at
the same point.

19. STANOVICH MODEL
• Stanovich introduced the interactive-compensatory reading model
• Neither BU or TD address all areas of reading comprehension
• But the interactive-compensatory taps into the strengths of both BU and
TD
• Says that readers rely on both BU and TD processes simultaneously and
alternatively depending on the reading purpose, motivation, schema and
knowledge of the subject
Keith E. Stanovich

20. STANOVICH MODEL
• Incorporates the ‘compensatory mode’ to his model with the interaction
between the top-down and bottom-up processing.
• The compensatory mode enables the reader to, “at any level compensate
for his or her deficiencies at any other level” (Samuels and Kamil, 1988: 32).
• This model has enabled researchers to theorize how good and poor
readers approach a text.

21. STANOVICH MODEL
• If there is a deficiency at an early print-analysis stage (BU), higher
order knowledge structures (TD) will attempt to compensate.
• For the poor reader, who may be both inaccurate and slow at word
recognition but who has knowledge of the text-topic, TD processing
may allow for this compensation
• E.g. A beginning reader who is weak at decoding reads this and do not
know the word emerald.
• The jeweler put the green emerald in the ring
• He will still understand the meaning of the sentence because he may
use context and knowledge of gems to decide what the word is

22. STANOVICH MODEL
• States that if one of the processors (i.e, orthographic, lexical, syntactic
and semantic) fails, other processors will facilitate comprehension
• For example in a cloze vocabulary exercises:
• Beagles, Retriever, Spaniels, as well as other ____ of dogs are
favorite canines for hunting enthusiast.
• The lexical information is absent, but students would guess
the word breeds or types, since syntactic and semantic cues
compensate for the absent processors

23. ANDERSON & PEARSON SCHEMA-THEORETIC
VIEW
• Focus on the role of schemata, knowledge stored in memory, in text
comprehension
• Comprehension = interaction between old & new information
• Schema Theory: Already known general ideas subsume & anchor new
information
• Include: a) info about the relationships among the components, b)
role of inference & c) reliance on knowledge of the content, + abstract
& general schemata.
P. David
Pearson

24. PEARSON & TIERNEY R/W MODEL
• Reading is an act of composing rather than recitation or regurgitation
• Context is important
• Knowing why something was said is as crucial to interpreting the message as
knowing what was said
• Failing to recognize author’s goal can interfere with comprehension of
the main idea or point of view

25. MATHEWSON’S MODEL OF ATTITUDE INFLUENCE
• Attitude toward reading may be modified by a
change in reader’s goal
• Feedback during reading may affect attitude and
motivation

26. MATHEWSON’S MODEL OF ATTITUDE INFLUENCE
Cognitive
Component
Affective
Component
Conative
Component
Attitude Towards Reading
Intention to Read
Reading Behavior

27. NEW LITERACY APPROACHES
•Emphasize on multiple literacies embedded in social
& societal contexts
•Reading should not be treated as an isolated activity
•Reading must account for socially & culturally events
& the associated literacy acts