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Teachers should teach their students to use other strategies when others fail in understanding the meaning of the word. Understanding of the meaning of the text/word depends on both bottom-up strategies as well as top-down strategies, thus teachers should encourage students to use different strategies like surrounding words around that word that a students fails to understand in order to get the meaning if other strategies like word recognition break down.

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Under this model, teachers should teach students to use both verbal and non verbal strategies to understand the meaning of the word. Teachers should tell students to imagine objects, people and other things they encounter in their readings as well as try to verbalize the names of images of different things they see on the text for the better comprehension.

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The model suggests strategies that good readers normally use to understand the meaning of the text. Good readers normally interact with the text, context and background knowledge to understand the meaning of words and suppress other irrelevant meanings or information. Teachers should teach students strategies like to use context and prior knowledge in coming up with one logical meaning of the word or text.

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The Construction-Integration Model other digram

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Brabe defines a model as a "representation of the psychological processes that comprise a component or set of components involved in human text comprehension" (as cited in Goldoman, Golden, & Van Broek, 2007, p. 27 ).

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Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press.

Malaga, R. A. (2000). The effect of stimulus modes and associative distance in individual creativity support systems. Decision Support System, 29(2), 125-141.

http://www.dfki.uni-kl.de/~aabecker/Banff98/KARATEKIT.html

http://red6747.pbworks.com/w/page/8522727/How%20poor%20readers%20use%20context

http://www.instructionaldesign.org/theories/dual-coding.html

http://slideplayer.com/slide/3266958/

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The Dual-Coding Theory other diagram

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This model includes both verbal and visual processing in text comprehension. Verbal information from text is processed as a growing network of activated concepts, and this network of associations triggers visual representations that provide conceptual mental representations of the information. The verbal information processed together with perceived visual representation provide the necessary resources for reading comprehension without needing abstract categories and concepts.

In other words, it is the cognition model where human beings process both verbal and non verbal information in separate but related systems. Verbal information can trigger non verbal information in the brain and the vice versa is also true. For example, an image of a dog can bring the word dog to someone's mind and the word dog can trigger someone to visualize a dog on his mind. See the diagrams for illustrations.

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The model suggests that reading involves automatic processes but when one or more processes become less efficient, other processes will compensate to allow comprehension to continue. For example, if a reader does not recognize a number of words or visual display, then word-recognition processes will incorporate contextual information to compensate for the inefficiency in word-recognition processes. It also predicts that if the reader's reading skills increased, he or she will less depend on context in understanding texts.

The model proposes use of context in understanding the meaning of words and diagrams, when the other abilities break down. The model includes both bottom-up and top-down processing strategies. If there is deficiency in understanding the meaning of a word or image using bottom-up processing strategies, then top-down processing strategies will attempt to compensate the meaning of that word or image. See the diagram below for illustration.

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It is a bottom-up model of reader comprehension which involves the interaction of the text, reader and context. The construction part of the model forms different possible meanings from what has been read on the text. The integration part of the model sorts out the other meanings that are irrelevant to the context. Thus, put only one meaning with the help of the reader's prior knowledge. See the diagram below for illustrations.