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Definition- Children learn from various sources as they work to decode, read, and comprehend texts.

The Interactive model according to Tracey and Morrow is, "a variety of processors converge on visual information simultaneously, rather than in a linear process." (2012, p. 160)

The simultaneous processions of the following allow for higher level thinking:

  • Syntactic information
  • Semantic information
  • Orthographic information
  • Lexical information

Rumbelhart looked at linear models from LeBerge and Samuels. These models show that we depict information from lower level to higher level processing. This is also known as the bottoms- up model. He notices that this had flaws when it came to reading. He argued that the model should be accurate to the reading process and created the Interactive Model.

Interactive Model/ Interactive-Compensatory Model

The most important contribution that Stanovich made from the field of literacy education is that this model enables researchers to theorize how good and poor readers approach text. This also shows teachers that there is more than one way to get an answer. Students might be out of order but, they will complete it just as successfully.

Interactive Model

WHAT IS THE INTERACTIVE MODEL?

  • It helps to explain for “individual differences in reading”
  • During an activity where students have to use surrounding clues to fill in the blank•
  • Students can figure out missing words without graphic information•
  • Cloze vocabulary exercises

Cognitive-processing perspectives

Interactive Model - David Rumelhart (1977)

Interactive-Compensatory Model - Kieth Stanovich ( 1980)

SEMINAL PUBLICATION DATES:

By: Lauren Vavra

EDU 6205

Stanovich, K.E. (1980). Toward an interactive-

compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71

Stanovich, K.E. (1986). Matthew effects in reading:

Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

The most important contribution Rumelhart made to the field of literacy education

To develop this model Stanovich analyzed the top-down, bottoms-up, and the interactive model. Stanovich extends the interactive model by including the idea that not only are text processors interactive and nonlinear, but that they are also compensatory.

  • Students use top-down and bottom - up methods when identifying words.
  • Many ways to identify a word:
  • sight words
  • decoding
  • word families
  • context clues
  • Emphasize role of prior knowledge

Definition:

This model contributed to differentiation in schools. It shows that students are not required have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. This model encourages teachers to teach multiple reading strategies to reach the needs of all students.

According to Tracey and Morrow, Stanovnich explains that “if one processor is not working well, or has insufficient data the other processors will compensate for it.” (2016, p.163)

Resource:

Tracey, D., & Morrow, L. (2012). Lenses on reading: An introduction to theories and models. Second Edition. Guilford Press.

Rumelhart's Interactive Model - 1977

Rumelhart, D. E. (1977). Toward an interactive

model of reading. In S. Dornic (Ed.), Attention and performance (Vol. 6, pp. 573-603). Hillsdale, NJ: Erlbaum.

Rumelhart, D.E., & McClelland, J.L. (Eds.).

(1986). Parallel distributed processing: Vol. 1. Foundations Cambridge, MA: MIT Press.

Stanovich, K.E. (1980). Toward an interactive-

compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71

Stanovich, K.E. (1986). Matthew effects in reading:

Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Rumelhart's Interactive Model - 1977

Rumelhart, D. E. (1977). Toward an interactive

model of reading. In S. Dornic (Ed.), Attention and performance (Vol. 6, pp. 573-603). Hillsdale, NJ: Erlbaum.

Rumelhart, D.E., & McClelland, J.L. (Eds.).

(1986). Parallel distributed processing: Vol. 1. Foundations Cambridge, MA: MIT Press.

Example of how it is implemented in the classroom:

Interactive-compensatory Model

Seminal Publications:

Example of how it is implemented in the classroom:

The most important contribution Stanovich made to the field of literacy education

Interactive Model

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