Question

我要写一篇关于交互性阅读的论文，英文版的，希望大家帮帮我~~谢谢大家

论文题目就叫做交互性阅读策论研究interactive reading strategy

Answer 1

引用网页：
http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsAnInteractiveReadingMode.htm

http://www.teaching-press.info/index.php?page=interactive-reading-model

http://www.academiccommons.org/commons/essay/early-modern-texts-and-hypertext

What is an interactive reading model?
by Ken Boothe
Leah B. Walter
Introduction
An interactive reading model attempts to combine the valid insights of bottom-up and top-down models. It attempts to take into account the strong points of the bottom-up and top-down models, and tries to avoid the criticisms leveled against each, making it one of the most promising approaches to the theory of reading today. (McCormick, T. 1988)
Definition
An interactive reading model is a reading model that recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Proponents
Here are some proponents of the interactive reading model:
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Discussion
Here are the views of some researchers about the interactive reading model:
Emerald Dechant:
The interactive model suggests that the reader constructs meaning by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one set order. The reader simultaneously uses all levels of processing even though one source of meaning can be primary at a given time. (Dechant 1991)
Kenneth Goodman:
An interactive model is one which uses print as input and has meaning as output. But the reader provides input, too, and the reader, interacting with the text, is selective in using just as little of the cues from text as necessary to construct meaning. (Goodman, K. 1981)
David E. Rumelhart:
Reading is at once a perceptual and a cognitive process. It is a process which bridges and blurs these two traditional distinctions. Moreover, a skilled reader must be able to make use of sensory, syntactic, semantic, and pragmatic information to accomplish the task. These various sources of information appear to interact in many complex ways during the process of reading (Rumelhart, D. 1985).
Examples
The distinction between reading methodologies which are classified as whole-language (top-down) in contrast to interactive is not always clear. Here are some examples, though, of instructional programs that incorporate the interactive reading model:
The Multistrategy method with its workbook track and storybook track is a fairly clear-cut example of a methodology which attempts to focus on all levels of the reading hierarchy.
See: The Multistrategy instructional program
Another method which is traditionally labeled as bottom-up but does have components which attempt to guide the reader through all levels of the reading hierarchy is the Gudschinsky method.
See: The Gudschinsky instructional program
An interactive whole language instructional program developed by SIL in Papua New Guinea focuses on using whole texts to teach reading. These texts are reproduced in primers, story books, or Big books. Various reading activities are constructed around the texts. Lessons include the systematic teaching of phonics or syllables. If primers are constructed, their lessons link with the story in focus.
See: The interactive instructional program
See also
What is a bottom-up reading model?
What is a top-down reading model?
Sources
Dechant 1991
McCormick, T. 1988
Rumelhart, D. 1985
Context for this page:
Concept module: interactive reading model, by Ken Boothe and Leah B. Walter
In overview module: Glossary (Literacy): I
In modular book: Glossary of literacy terms
In document collection: Reference materials
In bookshelf: Literacy
This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]
Page content last modified: 16 September 1999