Reading and discussing primary literature is central to communicating science. Students need practice in reading the literature for purposes beyond gaining information. Literature can be used to both increase knowledge and comprehension and to engage students in higher-level thinking (Bloom 1956; Levine 2001; Gillen et al. 2004; Finelli et al. 2005). Because science is also about making predictions and testing models, using information gained from reading to construct models allows students to develop problem-solving skills (Starfield et al. 1994). Ellison et al. [attached] provide information on how the removal of foundation species has affected the structure and function of a wide range of forest communities. In this article, we show how the Ellison et al. paper can be used to help students make connections between their prior knowledge and new information. Students explain the causes and effects of forest decline and the ecological processes involved by developing an explicit model that interconnects the data presented in the paper. They confer with their peers to explain and refine their models and then use the knowledge represented in their models to make predictions about novel situations. In this way, students actively develop their understanding of science and practice their ability to solve problems.