Interactive processes in reading
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Interactive processes in reading

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Published by Lawrence Erlbaum Associates in Hillsdale, N.J .
Written in English


  • Reading, Psychology of.

Book details:

Edition Notes

Statementedited by Alan M. Lesgold, Charles A. Perfetti.
ContributionsLesgold, Alan M., Perfetti, Charles A.
The Physical Object
Paginationp. cm
ID Numbers
Open LibraryOL20916440M

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Interactive processing is thus a form of cooperative processing in which knowledge at all levels of abstraction can come into play in the process of reading and by: 3. Inner Active Processes in Reading: The Inner Voice, the Inner Ear, and the Inner Eye With Alan Baddeley, Vivien Lewis This chapter examines the evidence for a range of types of memory encoding that may be involved in by: 5. This chapter describes three sources of higher-order knowledge that might play a role in the comprehension process: knowledge related to classes of text, such as the structure of multiple-character narratives; knowledge of subject-matter areas relevant to these texts; and procedures or strategies for understanding. Additional Physical Format: Online version: Interactive processes in reading. Hillsdale, N.J.: Lawrence Erlbaum Associates, (OCoLC)

Interactive processes in reading. [Alan M Lesgold;] Home. WorldCat Home About WorldCat Help. Search. Search for Library Items Search for Lists Search for Book: All Authors / Contributors: Alan M Lesgold. Find more information about: ISBN: OCLC Number:   Comprehension during reading involves higher‐order processing of discourse structure and the reader's knowledge in interaction with lower‐level word coding processes. The interactions between these “top‐down” and “bottom‐up” processes must be taken into account in Cited by:   The interactive reading model, as developed by David E. Rumelhart in , 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 . Instead, we will focus on one aspect of comprehension of particular importance to reading comprehension: the issue of how the reader's schemata or knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become a part of the knowledge by:

In one of the more detailed descriptions of interactive processing during reading, David E. Rumelhart suggested an information-processing system consisting of several knowledge sources, each operating independently but all in parallel. Phoneme-monitoring tasks have also been used to question how prior context constrains the processing of words.   Interactive reading thus requires some action or involvement on the part of the reader. In short, interactive reading encourages the reader to do more than simply read printed text. Print books with alternative endings, ebooks with hyperlinks, virtual books, websites and even blogs and wikis are examples of things that can be read interactively. In addition to helping students transfer specific print-based reading skills to interactive e-books, it is important to review with students the appropriate use of interactive supports such as the dictionary and "read-to-me" features. In each PowerPoint there is a teacher read aloud part where the teacher models the strategy being taught with a book of his/her choice. For fiction PowerPoints we use our current read aloud book to model the strategies. For nonfiction text, either a classroom magazine (Scholastic News or Time For Kids) or a student textbook works real well.