The Interactive-Compensatory Model of Reading

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• The poorer reader does not seem less likely to use context to facilitate word recognition (when the con-text is adequately understood, a point to which I will return below).

• basic interactive idea that recognition takes place via the simultaneous amalgamation of information from many different knowledge sources, we added what was termed the compensatory assumption (see Stanovich, 1980).

• assumption that deficiencies at any level in the processing hierarchy can be compensated for by a greater use of information from other levels, and that this compensation takes place irrespective of the level of the deficient process

• poorer reader often has subtle language problems that are independent of decoding abilit

• ess-skilled readers have less effi-cient text comprehension strategies, are less adept at com-prehension monitoring, and approach text more passively

• less efficient text scanning strategies (DiVesta, Hayward, & Orlando, 1979; Garner & Reis, 1981), less sensitivity to text struc-ture (Meyer, Brandt, &c Bluth, 1980; Pearson & Camperell, 1981; Smiley, Oakley, Worthen, Campione, & Brown, 1977), and are less likely to elaborate the encoding of text (Levin, 1973; Merrill, Sperber, & McCauley, 1981; Pearson & Camperell, 1981).

• A particularly impressive longitudinal training study of four-year-old children who were followed up four years later was recently published by Bradley and Bryant (1983). This study provides strong evidence for a causal connection between phonological

• awareness and reading acquisition.

• eye movement patterning and processes of visual feature extraction are not critical loci of indi-vidual differences in reading ability (Carr, 1981; Rayner, 1978; Stanovich, 1982a; Vellutino, 1979). These processes appear to account for very little of the variance in reading skill.