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This video talks about the importance of parent involvement in the classroom. When teachers make an effort to build a positive relationship with their students' parents/guardians early on, the better chance that student has for success. Parent help at home (if possible) is crucial, and very beneficial to the student.

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Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

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This video shows a fun example of the beginning of an interactive literacy lesson. Ladson-Billings (2009) reveals that literacy is an interactive process and a communal activity. When teachers plan interactive literacy instruction, student learning is transformed.

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Classroom Management Strategies To Take Control Of Noisy Students

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Ofsted Outstanding year 2 literacy classroom observation: topic reported speech

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The children are familiar with speech punctuation, and in this session focus on using reported speech. During the lesson a 'live' pirate enters the classroom, stealing a variety of items, including the teacher's I-Pad. This is the stimulus for the lesson, where children interview each other and fill out a police incident form using reported speech.

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This image illustrates a few key differences between culturally relevant and assimilationist conceptions of knowledge. Culturally relevant teachers establish and reinforce students’ concepts and acquisition of knowledge. They do this by scaffolding to help students move towards establishing a better understanding on concepts being taught (Ladson-Billings, 2009)

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This image displays a very power quote that Ladson-Billings (2009) would agree with. Students will have a hard time succeeding if the curriculum is not geared towards their needs. This is why differentiated lessons are important.

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This article talks about reading as an interactive process. D. Ferdman says, "literacy becomes an interactive process that is constantly redefined and renegotiated, as the individual transacts with the socioculturally fluid surroundings" (Ladson-Billings, 2009, p.112). This article talks about how in the interactive process, "students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information" (Anthony, 2016).  This fits into our goal to become culturally relevant teachers.

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The interactive reading model, as developed by David E. Rumelhart in 1977, describes a reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems, such as the sensory, bottom-up portion of reading with deep structure systems, such as the thinking, or top-down, aspects of reading to build meaning and memory for all learners.

How It Works

Readers use both knowledge of word structure and background knowledge to interpret the texts they read. For example, a student who encounters an unknown word might use surface structure systems like graphophonic, or letter-sound, knowledge to decode the word. A different student might find it easier to use deep structure systems like semantic knowledge, such as meaning and vocabulary, to decode the same unknown word. Each student makes connections in different ways. This process validates and supports both methods of understanding, realizing that individuals process information in very different ways.

Surface Structure Processing

Surface structure processing, also known as bottom-up processing, is the sensory portion of reading. This method of understanding uses knowledge of letter-sound relationships, lexical or word knowledge and syntactic or contextual understanding of the text to make meaning of previously unknown material. This type of processing can be assisted by the teaching of phonemic awareness and sentence structure skills. Students who use only surface structure approaches to understanding often find it difficult to comprehend the text.

Deep Structure Processing

Deep structure processing, also known as top-down processing, is the thinking aspect of reading. This method employs vocabulary knowledge, background knowledge and social construction to derive meaning from text. This type of processing is often easier for poor readers who might have trouble with word recognition but have knowledge of the text topic. Vocabulary instruction is imperative for these learners to build a larger pool of knowledge on which to draw when faced with unknown text.

Benefits of Interactive Model

The most evident benefit of this model is the opportunity for the differentiation that it provides students. Students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. When used in the classroom setting, students should be encouraged to share their knowledge with classmates or peers. This model allows the reader to bring his own background knowledge to reading and to interact with others to build meaning and memory from the text.

About the Author

Alicia Anthony is a seasoned educator with more than 10 years classroom experience in the K-12 setting. She holds a Master of Education in literacy curriculum and instruction and a Bachelor of Arts in communications. She is completing a Master of Fine Arts degree in creative writing: fiction, and working on a novel.

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What Is the Interactive Reading Model? | Synonym

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The interactive reading model, as developed by David E. Rumelhart in 1977, describes a reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems, such as the sensory, bottom-up portion of reading with deep structure systems, such as the thinking, or top-down, aspects of reading to build meaning and memory for all learners.