What is an interactive reading model?

by Ken Boothe
Leah B. Walter

Introduction
An interactive reading model attempts to combine the valid insights of bottom-up and top-
down models. It attempts to take into account the strong points of the bottom-up and top-
down models, and tries to avoid the criticisms leveled against each, making it one of the
most promising approaches to the theory of reading today. (McCormick, T. 1988)
Definition
An interactive reading model is a reading model that recognizes the interaction of bottom-
up and top-down processes simultaneously throughout the reading process.
Proponents
Here are some proponents of the interactive reading model:
• Rumelhart, D. 1985
• Barr, Sadow, and Blachowicz 1990

• Ruddell and Speaker 1985

Discussion
Here are the views of some researchers about the interactive reading model:
Emerald Dechant:

• 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:

• 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:

• 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).
Examples
The distinction between reading methodologies which are classified as whole-language
(top-down) in contrast to interactive is not always clear. Here are some examples, though,
of instructional programs that incorporate the interactive reading model:
• The Multistrategy method with its workbook track and storybook track is a fairly
clear-cut example of a methodology which attempts to focus on all levels of the
reading hierarchy.

See: The Multistrategy instructional program

The Multistrategy instructional program

by Mary D. Stringer

Introduction
The Multistrategy instructional program reflects the trend in the 1980s to
relate literacy more to the sociocultural context in which it takes place. The
program is based on the greatest possible community input and control.
Community members make decisions, choose the people to take part, and
choose the themes for the materials to meet the felt needs of the community.
When community members are in control in this way, materials and
teaching patterns reflect the sociocultural factors important to the
community.
Tip: This module is based on the revision of the book Working together
for literacy by Mary Stringer. Because this book is an external
document, each link to it opens a PDF file using the Acrobat Reader
program and displays the first page of the book. You can jump to a
specific location in the book by using the appropriate bookmark in
the outline window.

See: Navigating in external PDF documents with Acrobat Reader

See also: Multistrategy method demonstration

Description
The Multistrategy instructional program is a dual approach to teaching
reading and writing developed by Mary Stringer in 1985-86.
Discussion
The Multistrategy instructional program was developed after extensive
research in reading theory and after empirical studies in the social context in
Papua New Guinea. The dual approach includes two distinct emphases:
• Holistic strategies, and

• Analysis and synthesis strategies

The two strategies are taught in separate classes, but with each class
beginning at the same time in the program. In this method there is
separation of the modes of learning:
• Learners use holistic, sight recognition with focus on meaning in
texts.

• Learners read meaningful words and texts made up of syllables and

letters that they already know.
The learner controls and applies the different aspects of language
(semantics, syntax and graphophonics) from each approach and integrates