Through a single-subject multiple-baseline across-participants design, the present study examined the effects of Reciprocal Teaching (RT) instruction and Spanish use on the cognitive strategy use and English reading comprehension of four, 4th grade Spanish-speaking bilingual students that are "good" decoders but "poor" comprehenders. The research on RT involving native English speakers is ample and suggests that RT is effective in improving reading comprehension at the elementary level; however, RT research involving ELLs is very limited and inconclusive. This study attempts to determine if daily instruction in RT improves bilingual students' accurate use of RT strategies and English reading comprehension across time. Results of accurate use percentages of individual RT strategies indicated that students were able to internalize and use three of four RT strategies at a rate of = 60% across time. Regression Discontinuity Design (RDD) statistical analyses established that all four students had a statistically significant main effect (i.e., intercept) increase in their reading comprehension ability from the baseline to the treatment phase. Moreover, Simple Linear Regression analysis indicated that two of four students established a statistically significant interaction effect (i.e. slope) improvement in their reading comprehension during their treatment phase. [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.]