The interactive model of reading: meaning is constructed only when higher and lower level processes interact¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review describes the interactive model, used by Schwantes as his theoretical framework, as an alternative to bottom-up and top-down models of reading. In this model, "Meaning is only constructed if both higher and lower level processes interact" — meaning is not constructed through higher-level processes if lower-level processes such as word recognition are not yet developed. The review uses it to explain why young readers lean on semantic and syntactic context during word-level analysis.

Design Implications¶

Context¶

Requirements¶

• Both higher and lower level reading processes must be operating and interacting for meaning construction to occur.

Constraints¶

Target Learners¶

• young developing readers
• struggling readers

Target Learning Objectives¶

• word recognition
• reading comprehension

Claims¶

• Young Readers Rely On Semantic Syntactic Context For Word Analysis [+M]

Related Theories¶

Examples¶

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Key Sources¶

• Fenton, Rebecca. (1998). Semantics and Syntax: Context Clues in Reading for Young Children. https://eric.ed.gov/?id=ED424564