An Overview

An

interactive reading model is a reading model that recognizes the interaction of bottomup and top-down processes simultaneously throughout the reading process.

http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.ht m

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 students 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)

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)

What is needed in a classroom using the Interactive Reading Model?

Materials

Plenty of interesting texts which people are highly motivated to read. These can be preprinted or student-generated, or both.
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
o

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).

Literature Circles

Using trade books and reading levels, teachers can also set up a book club environment called Literature Circles.
o o o

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Literature Circles have guidelines, which are set up by the teachers, but which are run by students. The students choose their own reading material, and groups are formed based on the book choice. 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. Evaluations are made by teacher observations and by students self evaluations. 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).

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).

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