Since neither the "bottom-up nor the "top-down" model of the reading process totally accounts for what occurs during the reading process, Rumelhart (1977) proposes an interactive model in which both letter features or data-driven sensory information and nonsensory information come together at one place. Using a computer analogy, Rumelhart labels this place a "message-board". In this model reading is not viewed simply as either a "bottom-up" or a "top-down" process, but instead as a synthesizing of patterns, calling for the application or integration of all of the previously identified knowledge sources, as shown in the accompanying figure.
Here in the message board, or pattern synthesizer, as suggested in the accompanying diagram orthographic knowledge or knowledge of letters and their associated sounds, lexical knowledge or knowledge both about how words form and what words mean, and syntactic and semantic knowledge come together simultaneously to facilitate word identification. It is theorized that the message centre keeps a running list of hypotheses about the nature of the input string, scans the message board for the appearance of hypotheses relevant to its own sphere of knowledge, and then evaluates that hypothesis, which is either confirmed or disconfirmed. Reading, according to Rumelhart, is thus neither a "bottom-up" not a "top-down" process, but a synthesis of the two.
Adapted from Rummelhart, 1977
In regard to instructional implications, contrary to what many authorities contend, accomplished or good readers, may pay more attention to the graphic information than previously believed, while poor readers are poor readers because they concentrate solely on context for accuracy (Stanovich, 1980). The need is evident, therefore, in order to improve the performance of poor readers to teach orthographic patterns within the context of real reading to ensure that all knowledge systems are activated. The use of semantics and language sense is beneficial, especially when the text is highly predictable and redundant so that higher level processing may compensate for deficiencies in lower level processing. In sum, as Spiro (1980) implies
Reading is a multilevel interactive process, that is text must be analyzed at various levels, with units of analysis going from letter to the text as a whole. In addition to processing the explicit features of text, the reader must bring considerable preexisting knowledge to the reading comprehension process. The interaction of text-based and knowledge-based processes and of levels within each is essential... .
Having introduced a theoretical model which explains reading as an interactive process, discussion now proceeds to consideration of each identified component, beginning first with orthographic knowledge, followed by lexical knowledge, semantic knowledge and syntactic knowledge as related to both word identification and reading comprehension. The goal is to help the reader gain insight into factors which influence and constrain reading acquisition. It is through an understanding of the causes of reading difficulties that support for current practices or instructional change and modification will come about, bearing in mind that reading is an interactive process. Each knowledge component will therefore be examined in more depth.
critique_of_the_reading_models.htm