An interactive model of reading recognizes the complexity of the process and the reader. Reading includes both concept and data processing. We propose a model of reading which acknowledges both aspects. The interactive model depicted in Figure 2 begins with the premise that reading is the process of constructing meaning. The readers bring to the text their schemata, or mental representation, of experience gained through their senses and knowledge received from thinking, speaking, listening, reading, writing, and interacting with others. The reader acts upon the text with metacognitive awareness and control. The process of coping with print uses semantic, syntactic, and graphophomemic cues. These cues begin to develop before formal instruction, and are enhanced through direct teaching and meaningful practice. An independent reader exercises conscious control of information processing and study strategies. Both of these elements, what the reader brings to the text and how the reader acts upon the text, are crucial in interpreting new texts. Vgotsky's description of learning can be applied to this reading model: