Personally I think the interactive model would be the best choice for me. In the top-down model, which I would use frequently, there is the concept of reading meaning. Understanding is important; I feel that if a student needs to skip a word or two that they don't know, they would be allowed to, as long as they can grasp the meaning of the text. I also like that reading and writing are primarily the mode of instruction. This is helpful and helpful when teaching children. Allows repetition and practice of reading and writing. However, in some cases, especially for students with below-average reading skills, some strategies must be provided and mastered before comprehension can occur. Students must have basic knowledge of phonics and word usage. The general idea is to simultaneously build both top-down model strategies and bottom-up skills and word identification. The foundation must be laid before students can build and grow as readers. They need to be immersed in reading and also surrounded by it. As a teacher I plan to use phonemic awareness and word identification skills while also practicing reading and writing comprehension. Students are constantly building scaffolds to achieve their desired reading level. For example, in my classroom, if I were teaching a lesson about bears, I would use a language arts experience with them. For example, I would read a book about different species of bears. Then I would ask students to tell me what happened in the book and discuss it 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 completed our sentences, I read them slowly and broke down the words…in the center of the paper…the odels suited my preferences for the interactive reading model. Students must learn literacy at the correct developmental level. To maintain scaffolding with the interactive reading model you need to find what their reading readiness level is and set the correct scope and sequence of skills. Teachers also need to be aware that there must be progress 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 about reading, print, and what they want to read. This helps them stay engaged and constantly gives them the opportunity to grow and challenge themselves at the appropriate literacy level. Both reading readiness and emergent literacy go hand in hand and provide a wide range of scaffolding within the scaffolding and building of the interactive reading model..