A study of two teachers and four secondary level English classes examined how traditional methods of teaching literature were replaced by more interactive and integrated approaches to text, based primarily upon a whole language philosophy. Intervention aspects purposely remained open-ended to accommodate each teacher's understandings and preferences. Built-in, weekly, three-way meetings between researcher and teachers created the necessary interaction for grounded theory to become operative. Quantitative data included surveys, teacher tests, student work samples, and gradebook records of student scores. Teachers read literature regarding interactive teaching methods, and, for 5 weeks, ongoing coaching sessions and researcher participant observations enabled teachers and students to experiment with interactive methods in terms of reading. Lorraine, a ninth-grade teacher, dropped inhibiting methods she had developed over the years and invited and weighed suggestions, adapting them to her needs and those of her students. She recognized the extent to which she had dominated the entire teaching/learning situation and noted the consequent negative effect on students. Sarah, an eighth-grade teacher, identified control as the major issue in her classroom. Her students liked and admired her intense desire to get them to learn, but they resisted her regimentation and disciplinary methods. The students thrived with the changes. Overall, student marking period grades increased appreciably. Findings suggest that interactive methods of reading allowed greater student voice and choice of content and method of studying literature. Teachers revitalized themselves and their classrooms. (Contains 44 references.) (RS)