Effective Application of the Interactive Reading Model in English

This essay delves into the interactive reading model as a crucial approach for teaching English in primary schools, emphasizing its effectiveness in fostering literacy in the 21st century. The essay outlines the model's seven steps, including modeling behavior, student interaction, and feedback, and highlights the importance of combining both bottom-up and top-down reading processes. It explores three key strategies: interactive sessions, online content uploads, and flipped classrooms, demonstrating how these methods can enhance student engagement and comprehension. The discussion covers the interactive model's development, its benefits over other reading models, and practical classroom applications. By implementing these strategies, educators can create dynamic learning environments that cater to diverse learning styles and promote improved reading proficiency and overall academic success. The essay also provides references to support the claims and strategies discussed.

Running head: ENGLISH IN PRIMARY SCHOOL
ENGLISH IN PRIMARY SCHOOL
Name of the Student:
Name of the University:
Author Note:

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Introduction
The essay is going to be constructed on the interactive model that literacy demands in
the 21st century. It will be processed under seven steps, such as briefly stating the model,
modeling the behavior, asking students about what they noticed, inviting more students,
clarifying the students on what they saw, and students need to practice and to provide
feedback. Three effective strategies can be implemented for attaining more success and they
are interactive sessions, uploading content on online websites, and flipped classroom
(inverted classroom). In this way, it will secure more benefits and knowledge about the
desired subject. Thus, it will require some knowledge to understand the reading model,
which is defined as the graphic attempt, which depicts how individuals are aware of the word
that will process a clause, along with comprehends a text (Piscioneri & Hlavac, 2013). Thus,
out of which, the essay is mainly going to focus on the interactive model and will present
some active practice sessions in the classroom. The Interactive model is a combination of
both the other models, and it emphasizes students’ interaction, along with phonics and texts
(Dechant, 2013). The primary purpose of this essay is to identify the interactive model as an
effective one to implement in the classroom practices so that the readers can stimulate their
ideas and thoughts appropriately.

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Discussion
The reading model can be divided into three models including the top-down model,
bottom-up model and interactive model. The Interactive reading model is defined as the
reading model that will recognize the interaction processes of bottom-up and top-down
processes accordingly throughout the aspects of the reading model (Jincheng, 2014). It will
deal with the interchange of ideas, thoughts, along with messages that took place in both the
ways from sender to receiver. The process of communication may take place between human
beings or machines in both the communication process of verbal and non-verbal ways (Zhu,
2015, October). A mentoring educator examines that the interactive reading model is
primarily focused on the combination of both approaches, and it attempts to focus on the
shortcomings. David E. Rumelhart has developed the interactive reading model in the year
1977, which has been discussed the ways of linguistic elements, and it will be processed and
interpreted through the brain (Dechant, 2013). Educators can effortlessly utilize the
interactive model that can engage the students to use both the methods of instruction
depending on phonics, along with their individual experiences with the desired text. It is
believed that each of the aspects is necessary to gather adequate understanding (Zhu, 2015,
October).
Readers can utilize knowledge of word structure as well as the background of
expertise in order to interpret the texts so that they can read appropriately (Lesgold & Perfetti,
2017). Therefore, let’s consider an example in which a student will encounter an unknown
word that will utilize surface structure systems such as knowledge of decoding the word and
letter-sound. Every student makes their individual connections in several ways (Jincheng,
2014). Thus, a different student will find it quite easier in order to utilize the deep structure
systems that may include semantic knowledge like vocabulary and meaning of words (Zhu,

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2015, October). In this way, the process helps in validating and supporting both approaches
of understanding and recognizing that all the individuals process the desired data in various
ways.
Seven steps can be followed in order to perform the interactive model during the
classroom practices such as:
Briefly stating the model: Firstly, the educators should briefly explain why it is
essential to utilize the model, and it helps the students to figure out the issues and will gather
knowledge about the interactive model (Responsiveclassroom.org, 2020). It is essential to
learn how it will benefit the students when they feel frustrated with their activities. In this
way, the students will process one way to aid themselves when they think it is quite
challenging to cope up with the events.
Modeling the behavior: The educators should help the students to understand while
dealing with their small problem, and they may visualize a picture of the model. The educator
should keep calm and think about the desired solution that is attached to the problem. Thus, it
is upon then educator that they may take time to figure out the answer, but it primarily
depends on their mood and behavior, how they are supposed to interact with the students in
the classroom (Responsiveclassroom.org, 2020).
Asking the students what they saw: It is highly essential to understand the problem
and more precisely one should notice on what subjects they would require to work on, and
they need to figure out the things that they have missed out (Responsiveclassroom.org, 2020).
The educators should always help them if the students have missed out on some of the vital
documents. The educators should take effective measures in order to benefit the students by
distributing notes and adequate answers for all the difficult questions.

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Inviting more students into the model: This step actually focuses on the ways how the
educators and students should remain calm, and it should be practiced in every session. The
educators should help the students how they should overcome their issues like taking deep
breaths and talking to themselves (Responsiveclassroom.org, 2020). In this way, they should
notice their learning activities and should remain calm in solving the problems.
Asking again what they notice: This step will reassure the teachers that the students
are having any kind of issues regarding any mathematics problem, or any other subject. The
students may go through the learning materials and they may skip the difficulties at first, but
they may feel certain kinds of the issues at their second time (Responsiveclassroom.org,
2020). So, it is the educator’s responsibility to reassure that what sort of issues they are facing
accordingly.
Students need to practice: Practice makes a man perfect. Thus practice will
implement more ideas and thoughts among all the students. It is another responsibility that
educators should encourage and develop their prior knowledge and ideas that will help them
to stimulate their learning activities (Responsiveclassroom.org, 2020).
Gathering feedback: It is one of the most effective ways in order to form a better
understanding of the learning processes, difficulties in any subject, and ensuring any issues
(Responsiveclassroom.org, 2020). Students should open up with their thoughts and ideas in
front of the educators, and it will be way more manageable for the educators to cooperate and
coordinate with them.
Thus, there are three strategies in which these steps can be implemented in the
classroom practice and it can be taken as adequate examples to apply during the classroom
practices:

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Interactive sessions: The interactive sessions are necessarily required so that they will
encourage student participation. Thus, utilizing the questions and answering them so that the
educators can help them in every way (Leow & Neo, 2014). They can get hold of the
situation and can easily gather attention to their active learning environment. The students
will benefit by acquiring prior knowledge and gaining more experiences through this session.
Thus, involving one student in the interactive session will help from producing an active and
positive learning environment. It will be utilized by incorporating tools, learning materials,
and other technological advancements.
Uploading separate content on online websites: Some of the students may fail to grab
the information in the classroom so educators may put linguistic assessments and
grammatical activities in order to help them to develop their language appropriately (Burgher
et al., 2016). They may engage in quiz contests so that they can understand their individual
advantages and disadvantages (Macià & García, 2016). Thus, students can express their
thoughts through interactive sessions on online websites (Caldwell & Heaton, 2016).
Flipped classroom: It is highly intentionally that shifts from instruction based module
to the learner-centered model due to which, the classroom will be able to explore more topics
(Rowley & Green, 2015). They will incur more knowledge and in-depth analysis so that they
can create meaningful opportunities among the students. They will be introduced to the latest
topics, even outside their classroom (Kurup & Hersey, 2013).

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Conclusion
Thus, utilizing the interactive model is quite an effective and responsible model and
practicing the skills and strategies will help the students to acquire more knowledge and ideas
adequately. In this way, adequate practices will benefit the students to receive more success
in the school. They can utilize such strategies and procedures to gain more success in their
respective fields. Educators can help them in the primary and higher levels of academic areas
so that they can obtain better scores and will develop their behaviors. In this way, they can
face challenging situations and can go through difficult levels while understanding the
learning activities. Therefore, technological advancements and learning materials will help
the students to gather more information about the interactive model. Thus, the flipped
classroom may turn out to be quite useful and may help to secure more ideas and thoughts on
the learning activities.

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References
Burgher, J. K., Finkel, D. M., Van Wie, B. J., & Adesope, O. O. (2016). Implementing and
assessing interactive physical models in the fluid mechanics classroom. International
Journal of Engineering Education, 32(6), 2501-2516.
Caldwell, H., & Heaton, R. (2016). The interdisciplinary use of blogs and online
communities in teacher education. International Journal of Information and Learning
Technology, 33(3), 142-158.
Dechant, E. (2013). Understanding and teaching reading: An interactive model. Routledge.
Jincheng, N. (2014). A Study on the Interactive Reading Strategy and Its Effectiveness.
Journal of Xi'an International Studies University, (3), 20.
Kurup, V., & Hersey, D. (2013). The changing landscape of anesthesia education: is Flipped
Classroom the answer?. Current Opinion in Anesthesiology, 26(6), 726-731.
Leow, F. T., & Neo, M. (2014). Interactive multimedia learning: Innovating classroom
education in a Malaysian university. Turkish Online Journal of Educational
Technology-TOJET, 13(2), 99-110.
Lesgold, A. M., & Perfetti, C. A. (Eds.). (2017). Interactive processes in reading (Vol. 6).
Routledge.
Macià, M., & García, I. (2016). Informal online communities and networks as a source of
teacher professional development: A review. Teaching and teacher education, 55,
291-307.

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Piscioneri, M., & Hlavac, J. (2013). The minimalist reading model: Rethinking reading lists
in arts and education subjects. Arts and Humanities in Higher Education, 12(4), 424-
445.
Responsiveclassroom.org. (2020). Steps of Interactive model. Responsiveclassroom.org.
Retrieved 31 March 2020, from
https://www.responsiveclassroom.org/wp-content/uploads/2017/10/Interactive-
Modeling-for-More-Than-Routines.pdf.
Rowley, N., & Green, J. (2015). Just-in-time teaching and peer instruction in the flipped
classroom to enhance student learning. Education in Practice, 2(1), 2015.
Zhu, Y. (2015, October). Research on Improving English Reading Proficiency for
Postgraduate Students Based on Interactive Reading Model. In International
Conference on Education, Management and Information Technology. Atlantis Press.