Three processes form the basis for interactive teaching--a model recommending that teachers guide students in thinking before reading, interacting with the text, and reflecting and reacting to the text materials. Successful reading often depends upon the ability of students to relate what they already know to what they are about to read. Questions, both teacher and student constructed, encourage students to associate their experiences and prior knowledge with the text content. Semantic mapping is another technique for expanding and relating prior knowledge. As for interacting with the text, a study-reading strategy, PARS, has proven to be appropriate for middle grade and junior high school students. PARS consists of four steps: (1) setting a purpose, (2) asking questions that relate to the purpose, (3) reading to answer these questions, and (4) summarizing content in one's own words. Questions that can be categorized as requiring application, analysis, synthesis, or evaluation of content are profitably used during the final phase, when the reader is reflecting and reacting to the text material. One final reflective-reactive strategy middle grade students may enjoy using to integrate their new knowledge is the cinquain, which encourages readers to weave together new concepts with feelings they experienced during their reading. (HOD)