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1. MODELS OF READING:
INTERACTIVE AND NEW
LITERACY APPROACHES
TSL 591

2. INTERACTIVE APPROACHES
 Emphasize the role of prior knowledge or pre-existing
knowledge in providing the reader with non-visual or
implicit information in the text;
 Also, add to the fact that the role of certain kind of
information-processing skills is also important;
 Interactive approaches see the advent of the
incorporation of bottom-up and top-down approaches to
reading (Eskey, 1988; Samuels and Kamil, 1988).

3. INTERACTIVE APPROACHES – ctd.
 Both modes of information processing, top-down and
bottom-up alike, are seen as strategies that are flexibly
used in the accomplishment of the reading tasks (Carrell
and Eisterhold, 1983; Carrell, 1988; Clarke, 1979; Eskey,
1988; Grabe, 1988).
 Hence, it is understandable why the interactive
approaches rely on both the graphic and contextual
information

4. INTERACTIVE READING MODEL –
RUMELHART (1985)
 An interactive model is one which uses print as input and
has meaning as output;
 The reader provides input by interacting with the text, and
selective in using just as little of the cues from text as
necessary to construct meaning;
 An experienced 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;

5. INTERACTIVE READING MODEL –
RUMELHART (1985)
 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.

6. INTERACTIVE READING MODEL –
RUMELHART (1985)
GRAPHEME FEATURE MODEL
INPUT EXTRACTION OF PROBABLE
DEVICE 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 Semantic, Syntactical, Orthographic and
Lexical Knowledge, all operating at the same time.
VIS PATTERN
SYNTHESIZER
Semantic
Knowledge
Syntactical
Knowledge
Orthographic
Knowledge
Lexical
Knowledge

7. INTERACTIVE-COMPENSATORY MODEL
– STANOVICH (1986)
 Incorporates the ‘compensatory mode’ to his model with
the interaction between the top-down and bottom-up
processing.
 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.

8.  Top down processing is easier for the poor reader who is
slow at word recognition but has knowledge of the text
topic;
 Bottom up processing may be easier for a reader who is
skilled at word recognition but doesn’t know much about
the text topic.
 Thus, a reader may rely on better developed knowledge
sources when other sources are temporarily weak
INTERACTIVE-COMPENSATORY MODEL
– STANOVICH (1986)

9. SCHEMA-THEORETIC VIEW -
ANDERSON & PEARSON
 Focus on the role of schemata (knowledge stored in
memory)
 Comprehension = interaction between old & new info
 Already known general ideas subsume & anchor new info
 Include:
 Info about the relationships among the components,
 Role of inference &
 Reliance on knowledge of the content, abstract &
general schemata.

10. PEARSON & TIERNEY
READING/WRITING MODEL
 Present a model of reading which involves a negotiating of
meaning between the reader and the author, both of
whom create meaning, through the medium of text;
 Reading is an act of composing rather than recitation or
regurgitation;
 Thoughtful readers act as composers. Authors write with
the intention that readers will create meaning, and readers
will read with the expectation that authors have been
considerate in providing sufficient clues about the
meaning of the text;
 Interactive roles of the reader (planner, composer, editor
& monitor) “the thoughtful reader …is the reader who
reads as if she were a writer composing a text yet for
another reader who lives within her”.

11. PEARSON & TIERNEY
READING/WRITING MODEL
 As a planner, the reader creates goals, mobilizes existing
knowledge, and decides how to align himself/herself with
the text. The reader must decide to what extent he or she
will agree with the text.
 As a composer, the reader searches for coherence, often
needing to fill in gaps with inferences about the
relationships with the text.

 In the role of editor, the reader stands back and examines
his/her developing interpretations. The reader questions
the text.
 Simultaneously with the above three roles, the reader acts
as an executive of monitor. This monitor directs the three
mentioned roles, deciding which particular role should
dominate at any particular moment in the reading process.

12. PEARSON & TIERNEY
READING/WRITING MODEL
 This view is derived from pragmatic theories of language
which posit that every speech act, utterance, or attempt at
comprehending an utterance is an action;
 Context becomes very important in that knowing why
something was said is as crucial to interpreting the
message as knowing what was said. Failing to recognize
an author’s goals can interfere with comprehension of the
main idea or point of view
 The model assumes a great deal of collaboration between
the reader and the author, collaboration with the text, and
collaboration among the four internal reader roles.

13. MODEL OF ATTITUDE INFLUENCE -
MATHEWSON
 Attitude intention to read reading
 Attitude is a tri-componential construct:
Cognitive component (evaluation)
Affective component (feeling)
*Conative component (action readiness)
*personality, volition, temperament
 All these influence the intention to read, & the intention
to read hence affects reading behaviour.
 This model provides feedback on how motivation
may change, & how important it is to address
affective issues in teaching reading.

14. NEW LITERACY APPROACHES
 Emphasize on multiple literacies embedded in social & societal
contexts (instead of the role of the autonomous reader);
 Reading should not be treated as an isolated activity;
 Reading must account for socially & culturally events & the
associated literacy acts (e.g e-mailing, memo writing, note taking,
blogging);
 The influence of ‘culture’;
 Focus on the social & cultural event around written language (not
on the reader-text interactions);
 Hence, readers construct meaning as individuals within a culture,
and
 Their interpretation may not necessarily be incorrect due to their
background (culture).

15. GROUP DISCUSSION
 In groups of not more than 3, choose one
of the models for discussion:
Rumelhart Model
Stanovich Model
Anderson and Pearson Model
Pierson and Tierney Model
Mathewson Model

16. GROUP PRESENTATION
 Describe to the class the model you have
chosen.
 Notice the similarities and differences of
the focus in each model.