In today's era of high stakes testing, increased expectations for student achievement, and demands for schools to prepare students for life beyond public educations, schools are feeling the pressure to improve reading comprehension and proficiency levels for all learners. This includes students who come from economically challenged backgrounds and areas that may create barriers to learning. This research is based on the theoretical framework of scaffolding and the gradual release of responsibility model. The review of literature includes examinations of the work done by Peter Gallagher, Douglas Fisher, Nancy Frey, and Richard Allington who credit both scaffolding and the gradual release of responsibility model as effective practices when teaching reading comprehension to students. Many researchers further indicate that this method of instruction may assist educators as they search for effective methods of instruction. This researcher examines the differences in reading comprehension as measured by the Missouri Assessment Program (MAP) between schools that use close reading as a component of reading instruction and schools that do not use close reading. A statistical analysis of third grade Communication Arts MAP percentages for the 2018-19 and 2020-21 school years was completed using an independent samples t-test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]