I personally think the interactive model would be the best choice for me. Within the top-down model, which I would use frequently, is the concept of reading for meaning. Understanding is important; I think if a student needs to skip a word or two that they don't know, that would be allowed, as long as they can grasp the meaning of the text. I also like the fact that reading and writing are primarily the mode of teaching. This is useful and useful for teaching children. It allows repetition and practice of reading and writing. However, in some cases, particularly among students with below average reading skills, certain strategies must be provided and mastered before comprehension can occur. Students should have prior knowledge of phonetics and word usage. The general idea is to build both top-down pattern strategies and bottom-up skills and word identification at the same time. The foundation must be established before students can build and grow as readers. They need to be immersed in reading and surrounded by it as well. As a teacher, I plan to use phonemic awareness and word identification skills while practicing reading and writing comprehension. Students are constantly building scaffolds to achieve their desired reading level. For example, in my classroom, if I was teaching a lesson about bears, I would use a language arts experiment with them. For example, I was reading a book about different species of bears. Then, I told the students to tell me what happened in the book and to discuss the book out loud (comprehension part). The students will then tell me their sentences and I will write them word for word on the board. Once we had completed our sentences, I read each sentence slowly and broke down the words... middle of paper ... patterns match my preference for the interactive reading model. Students must learn literacy at the correct developmental level. In order to continue using the interactive reading model, you must determine their level of reading readiness and define the correct scope and sequence of skills. Teachers also need to be aware that progress is needed and that some students learn differently. When I use emergent literacy in my model, I need to find out what the student's background knowledge is in reading, printing, and what they want to read. This helps keep them engaged and constantly gives them opportunities to grow and challenge themselves at their appropriate literacy level. Reading readiness and emergent literacy go hand in hand and provide a wide range of scaffolds within the scaffolding and building of the interactive reading model..