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The graphic on your Context Processor slide stuck with me. It reads, "Learning facts without a context means they don't have anything to connect to; they just float away." That statement resonates with me. I spend a lot of time explicitly processing my students through what we're doing, why we're doing it, and how our work connects to what we're doing as readers. I'm sure my kids get tired of me getting on my "context soapboxes", but I think it's important to connect what strategy we're learning to our lives as readers.

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My Tier 2 students often become stuck with phonological processing. When they are faced with an unknown word, they do not decode the word accurately. Those students receive guided reading instruction and an additional 20 minutes of direct instruction in phonics to try to build those skills.

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With my students there is a lot of development during the school year with orthographic and phonological processors. My students are working on identifying letters, sounds, and eventually words. As they begin to build these processors we also work on looking at meaning through teacher read alouds.

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As some others have said, in teaching upper level (6th grade) I don't get to see too much of this at once. However, parts are definitely evident when students use skills to decode and make meaning of an unfamiliar word while reading.

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I try to incorporate the processors with my Tier 2 students during guided reading. Some of them really struggle with using their phonological processor as they say the first word they think of without looking at all the word parts or letters. We work on breaking words apart and trying to fit them into the context of the sentence.

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With teaching upper elementary I see forms of this in my classroom but I don't typically see all four parts of the model in action in my classroom. I mainly see the connections between the meaning and context processors where students are taking connections to text and using it to make meaning and apply it to what they are currently reading.

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I spend a lot of time doing repeated readings of text allowing students to revisit perspectives within social stories. While I am not currently teaching reading instruction this year, I have had a lot of experience with teaching phonics: using the Words Their Way Program, System 44, Fundations, Reading Recovery,
and Read 18.

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I too focus on the phonnological and orthographical processing in my learning support classroom. It is so important to help the students make those connections!

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Some of my students have difficulty with the the phonological processor and need additional practice with decoding. While focusing on decoding, we also read for meaning using the context processor.

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While I haven't implemented this in my classroom, I do feel like it is present in the Context Processor . Students use clues in the text to come of with meanings of vocabulary words or passages. So, if I am understanding this correctly, it would be present in that form.

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I have had very limited experience with this model. I teach 11th graders who are regular ed students, so I can't even say that I have had one of one experience with a student. However, I find this model to be fascinating and interesting. You did a very nice job presenting it!

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Some of my students have reading decoding needs and we spend a lot of time in the phological processor part.  Once students can successfully decode the words, we reread the passage and focus on comprehension.  I think this model helps us to focus on different parts of the reading process and to plan specific skills to focus on duirng reading lessons.

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I have had limited experience in implementing it in a classroom, however, the Words Their Way program incorporates instruction on word families using word sorts and games, which seems to incorporate ideas of the PDP model.

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Nice job explaining the Parallel-Distributed Model! One of the challenges in this chapter is that there are so many models and they are similar yet different. Adams's model has risen to high notoriety and is often touted as "THE" model for how reading works. It's important for us to remember, that Adams's theory is one of many, although it does make good sense