A power point presentation on the Interactive Reading Model I created while team leading a group of graduate students from the University of Dayton.

1.  
What Teachers Should Know

2. Rosie Amstutz
Meghan Manning
Lori Batts
Sara Dunham
Elizabeth Scott

3.  
An Overview

4.  An interactive
reading model is a
reading model that
recognizes the
interaction of bottom-
up and top-down
processes
simultaneously
throughout the
reading process.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.ht
m

5.  Emerald Dechant:
o The interactive model suggests that the reader constructs meaning by the selective
use of information from all sources of meaning
(graphemic, phonemic, morphemic, syntax, semantics) without adherence to any
one set order. The reader simultaneously uses all levels of processing even though
one source of meaning can be primary at a given time. (Dechant, 1991)
 Kenneth Goodman:
o An interactive model is one which uses print as input and has meaning as output.
But the reader provides input, too, and the reader, interacting with the text, is
selective in using just as little of the cues from text as necessary to construct
meaning. (Goodman, K., 1981)
 David E. Rumelhart:
o Reading is at once a perceptual and a cognitive process. It is a process which
bridges and blurs these two traditional distinctions. Moreover, a skilled 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 (Rumelhart, D. 1985).
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.ht
m

6.  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)

7.  
What does a teacher of the Interactive Reading Model looks like?

8.  Does not ‘teach’ in the
sense of transferring
knowledge to the pupil;
rather, the teacher serves
as a mediator to assist the
student in becoming
consciously aware of
knowledge already
possessed
 Engages the student in a
collaborative process of
inquiry and self
improvement
 Models through action and
allows the student to
discover answers for
(Ruddell & Unrau, 1994, p. 1489)

9.  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, stimulate
intellectual curiosity, explore students’
self-understanding, uses aesthetic
imagery and expression and encourages
problem solving
 Are warm, caring, and flexible
 Have high expectations of themselves
and their students.
 Are concerned about their students as
individuals.
(Ruddell & Unrau, 1994, p. 1489)

10.  A teacher’s role is helping those students use their skills and prior
knowledge to discover the information on their own.
o The teacher provides the connection between the knowledge and the
students.
o In Vygotsky’s Zone of Proximal Development, students cannot go outside
the zone they begin in until they receive help from a teacher, parent, or
coach.
o The teacher is someone who can guide them to reach the outer zones by
helping them scaffold on the knowledge and skills they already possess.
 A highly qualified teacher must be able to effectively teach in a
classroom setting.
 A prepared teacher has clear and concise instructional strategies
ready beforehand. The teacher has focused goals, plans, and
knows to use formative and summative assessments to monitor
student learning.

11.  
What is needed in a classroom using the Interactive Reading Model?

12. Materials
 Plenty of interesting texts which people are highly motivated to read. These
can be preprinted or student-generated, or both.
o Offer a variety of books on different reading levels and different topics, both
fiction and non-fiction.
o Programs that categorize books so that students and teachers can find books on
their level that interest the reader
• AR (Accelerate Reader)
• Lex (Lexile)
• DRA (Diagnostic Reading assessment)
 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).
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
Marzano, R. J. (2004).

13. Literature Circles
 Using trade books and reading levels, teachers can also set up a
book club environment called Literature Circles.
o Literature Circles have guidelines, which are set up by the teachers, but which
are run by students.
o The students choose their own reading material, and groups are formed based
on the book choice.
o These groups meet on a regularly scheduled basis to discuss their reading, and
the topics discussed come from the students.
• The goal of these meetings is to open up with conversations about books so
the personal connections can be made.
o Evaluations are made by teacher observations and by students’ self evaluations.
o Then when groups finish books, the readers share with their classmates about
their reading, and then new groups are formed based on new reading choices.
 Literature Circles have been endorsed by the National Council of
Teachers of English and the International Reading Association
Daniels, H. (2002).

14. Building Background
Knowledge
 Background knowledge is an important part of the
Interactive Reading Model.
 It is important that, prior to reading, the students can
tap into their prior knowledge about a topic by talking
about what they already know or how the topic might
relate to something they already know about or have
experienced in their own lives.
 One way to do this is by using graphic organizers to
relate students’ own experiences to the topic they are
going to read about.
 Graphic organizers can be used in whole or in small
group discussions, or students with more experience
can complete a graphic organizer on their own
Marzano, R. J. (2004).

15. Parts of the Program
 Reading Readiness
 Language experience activities or themes
 Shared reading experiences
 Primer lessons (optional)
 Writing lessons to teach letter formation
 Writing lessons to encourage process
writing
 Opportunities to develop fluency
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

16.  Reading readiness skills help
prepare learners for the task of
reading. The particular skills they
need to learn will depend on their
previous experience with and
exposure to reading.
 Reading readiness skills need to
be taught in a context which gives
the expectation that reading is for
meaning. The learners need to
hear stories read aloud and
observe that reading and writing
are useful and meaningful.
 Reading readiness skills are those
abilities necessary for a person to
begin the process of learning to
read.

17. Examples
 Auralphonemic awareness
 Teaching someone to handle a book correctly
 Using a pencil correctly
 Understanding and interpreting illustrations
 Discerning shapes
 Understanding the alphabetic principle
 Understanding some concepts and
conventions of print
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

18.  A language experience activity is
usually an activity that learners do
together. It could also be any
experience an individual or group
has had. After the experience, a
teacher or leader helps the
learners write about what they
have experienced.
 Here are some examples of
language experience activities:
o Taking a trip to an interesting
location
o Bringing an animal or object to the
classroom to observe and discuss
o Inviting a guest to class
o Taking a walk and observing the
people and surroundings
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/Glossary
OfLiteracyTerms/WhatIsALanguageExperienceActiv.htm

19.  Shared reading is a
reading activity where
a teacher reads a
story while a group of
learners look at the
text being read and
follow along.
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm

20.  Primers are tools used in
teaching reading and
writing. Even though a
primer is usually designed
to be used with a specific
literacy method, the primer
is not itself a method for
teaching reading.
 A primer is a book, or series
of books, that contains
instructional material for
teaching reading and writing
to beginners or semiliterate
learners.
 It is normally divided into a
series of lessons.

21. Parts and functions
 Preprimer Materials
o Designed for people who have had little or no exposure to reading and writing,
o Focused on reading readiness skills.
 Basic Primer Materials
o Designed for people who have reading readiness skills in place
o Focused on word attack skills, certain basic comprehension skills, and basic reading
skills, and writing skills.
 Postprimer Materials
o Designed for people who have completed a basic reading instruction program
o Focused on higher level comprehension skills and critical reading skills.
 A teacher's guide containing directions for using the materials in the primer
or primer series.
 The design of a primer or primer series will vary depending on
o the reading and writing program in which it is being used, and
o the needs of the learners.
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAPrimer.htm

22.  
What kind of professional development is necessary?

23.  By receiving professional
development, teachers can better
understand the principles of the
interactive model and how it looks
in the classroom.
 Teachers need guidance and
instruction on how to teach
students to engage in meaningful
conversations and how to model
these conversations and use of
language to students
 Teachers can learn what concepts
need to be focused on at different
reading levels and based on the
students’ needs.
 Teachers will be provided with
training on how to access physical
resources, especially engaging
texts to keep their students
motivated to read.

24.  Videos are a great way to share with
teachers how the model looks in
classrooms of different grades.
 Workshop series that focus on
questioning.
o Teachers learn to model questioning and
how to teach students to ask deeper
questions about their and their peers’
reading.
 Workshops based around how teachers
can bring experiences into the classroom
and bring the students outside of the
classroom for experiences.
 Workshops guiding in how to create
meaningful lessons using motivating and
exciting texts before and after the
experiences to help all students better
understand what they have seen, heard
and discussed.
 Training workshops on how to access
physical resources, especially engaging
texts to keep their students motivated to
read.

25.  
What does the Interactive Reading Model look like in the classroom?

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

27. Third Grade
 Materials:
o Postprimers
o Postprimer workbooks
o Plentiful authentic literature
 Students:
o Struggle to decode fewer words in reading.
o Begin word study by examining roots and affixes.
o Writing activities based upon language experiences.
o Participate in Writing Workshop
o Begin to create their own graphic organizers.
o Amount of independent reading time is increased.
 Teachers:
o Access prior knowledge of students before shared reading.
o Read aloud fewer picture books than in previous grades. Instead read more chapter books.
 Classroom:
o 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.

28. Fifth Grade
 Materials:
o Plentiful authentic literature
 Students:
o Struggle to decode fewer words in reading.
o Continued word study by examining roots and affixes.
o Writing activities based upon language experiences.
o Continue to create their own graphic organizers.
o Amount of independent reading time is increased.
o May participate in literature circles.
 Teachers:
o Access prior knowledge of students before shared reading.
o Read aloud fewer picture books than in previous grades. Instead read more
chapter books.
o Supervise literature circles.
o Conduct writing workshops.
 Classroom:
o 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.

29.  

30.  http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
 http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractive
ReadingMode.htm
 http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsALanguageEx
perienceActiv.htm
 http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAPrimer.htm
 http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/InteractiveInstructionalProgra.htm
 Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups. Ontario:
Stenhouse Publishers.
 Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria: ASCD.
Ruddell, R., & Unrau N.J. Reading as a meaning-construction process: The reader, the text, and the teacher.
From
Ruddell, M.R., & Singer, H. (Eds.). Theoretical models and processes of reading (4th ed., pp. 996-
1056). (1994). International Reading Association.