Interactive Reading

Model

Arvin V. Amaga
DTSED
Niva remembers when she was in early elementary school and taught to read,
they did a lot of worksheets and focused on phonics. Kids during her time
seemed to do fine with this type of instruction. Now her daughter, Mia, is in
primary school, and there is a different focus, more on thinking during reading
and everyone is working on their own level. Niva wants to know why Mias
teacher changed things up when the old way worked just fine. During the
Homeroom PTA meeting, Mr. Garcia, Mia's teacher, explains that there are just
several ways on how educators instruct and teach reading. Each is based on a
belief or philosophy on how children learn to read.
Bottom-Up
Focuses on direct instruction of
phonics.
Uses phonics as its core,
believing readers first process
and understand sounds in
speech and move on to
understand letters, then words,
then longer sentences.
Brain and reader are at the
center of understanding.
Readers bring an understanding
to the print, not print to the
reader.
Ask readers to construct
meaning from the text.
Does not focus on phonics and
decoding.
Utilizes making sense of
Top-Down
grammar and text clues to
figure out unknown words.
The Model
 What is an Interactive Reading Model
An interactive reading
model recognizes the
interaction of bottom-up
and top-down processes
simultaneously throughout
the reading process.
It is an attempt to combine
the two models: top down
and bottom up
It selects the strong points
of the two models and
integrates them in learning
to read.
The interactive model combines
features of both other models -
students interact with both
phonics and text.
Teachers using the interactive
model use both instruction
methods relying on phonics
In classrooms using the
and a student's experiences
interactive model, students
with text, believing that each is
receive direct instruction on the
necessary for understanding.
sound/symbol relationships in
phonics alongside instruction in
comprehension and reading
strategies.
 Interactive View of Reading
Readers use both what they know and information (reader
based inferencing) from the text (text based inferencing) to
construct meaning.
Readers elaborate what and how they read.
Readers continually monitor their understanding to see if
it makes sense.
Readers use the situational context to focus their
purposes and frame their attitude toward the literacy
event.
 Researchers View
Emerald Dechant
Meaning is constructed by the selective use of
information from various sources, without
relying on anyone set order. These resources
may be graphemic, phonemic, morphemic,
syntax and semantics.
 Researchers View
Kenneth Goodman
Reading is understood at once as both a perceptual
and cognitive process.
To be able to accomplish the task of reading, a skilled
reader must be able to use sensory, sentactic, and
pragmatic information.
During the process of reading, various sources of
information may interest in many complex ways.
1. What is intercultural communication
2. Why is it important
 References
https://www.slideshare.net/rosieamstutz/interactive-reading-model
https://www.scribd.com/doc/39574465/Reading-Models
https://www.kalbos.lt/zurnalai/02_numeris/15.pdf
http://files.eric.ed.gov/fulltext/ED315726.pdf