Reading, as a cognitive activity, since the 1960s, has been a fascinating topic to researchers from various parts of the world. In the past decades, many different models of reading processes have been constructed and tested. Among them, recently interactive reading model has become more popular and been applied to the L2 reading teaching and learning. In response to the trend, the present study on the basis of two English Reading Tests and one Reading Questionnaire, attempts to explore the cognitive process of interactive reading model, prove the effectiveness of interactive reading model in enhancing non-English majors’ reading ability in the Chinese context and then find the individual differences among students in the use of reading models when conducting the L2 reading comprehension and their attitudes and ideas towards the English reading comprehension. It is expected that something new can be found out in the L2 learning context in China and a list of educational implications can be provided to help improve students’ reading abilities.