Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Example of Interactive-Compensatory Model:

Interactive-Compensatory Model:

Interactive Model:

Many times teachers instruct students to identify words using sight, decoding, and word family strategies which is the bottom-up approach. At the same time, teachers may tell their students to use context clues, which is the top-down approach. When students use both of these models/approaches, they will successfully be more likely to be able to identify words.

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.

Interactive Model:

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.

Publications used to develop a following for their work:

Interactive-Compensatory Model:

During an activity where students have to use surrounding clues to fill in the blanks (vocabulary activities at the middle school level). When there is no graphic information to use as examples, the syntactic processor is able to compensate—resulting in the student being able to figure out the missing word without graphic information.

Examples of how these events influenced instructional practice:

Interactive-Compensatory Model: K. Stanovich (1980) published an article entitled “Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency.” In the article he reviewed the “bottom-up,” “top-down,” and interactive model but explained his a bit differently. Stanovich wrote that “not only are text processors interactive and nonlinear, but they are also compensatory” (163). This means that if one processor is not work or does not have enough data, the other processors compensate for it.

What influences from this period should be used in the classrooms today--will they stay?

Dominant people in this period and their contributions:

I believe that both models are here to stay and can be used successfully on an individual as needed basis. Some students might process information best when using the “bottom-up” or “top-down” models and can follow structure, but that will not work for all students. Other students will need to rely on knowledge and other processors to complete this out of order but just as successfully.

Interactive Model &

Interactive-Compensatory Model

By: Ashlee Harcar

Interactive Model: D. Rumelhart (1977) looked at linear models from Gough and LaBerge and Samuel’s which meant that information could only pass from one direction (lower processing to higher processing); these were also known as “bottom-up models” (160). Rumelhart’s model is interactive because it shows processors come together on visual input at once, rather than in a linear, sequential manner.

Learn more about creating dynamic, engaging presentations with Prezi