Evidence suggests that middle school students are spending insufficient school time in reading and writing activities, with little comprehensive literacy training from their teachers. To address that gap in practice, this quasi-experimental study addressed the impact of a 12-week treatment program on the reading comprehension and vocabulary mean scores among 5 middle school classes (N = 111 students). A nonequivalent pretest-posttest control-group design was used to organize groups and gather data. Instructors taught the treatment group using Reciprocal Teaching Plus (RTP) across the content areas of science, English, and history, while the instructors taught the control group using non RTP strategies across the same content areas. The Gates MacGinitie Reading Test measured the students' reading comprehension and vocabulary scores. A mixed-design repeated measure ANOVA was employed to measure mean differences in outcome scores by teaching strategy and grade level. Results indicated no significant differences in test results between the RTP and non RTP groups, suggesting that teaching using RTP across the three content areas did not improve reading comprehension for middle school students. The positive social change implications include that although the results of this study did not indicate any advantage to RTP as implemented, the advantages of this instructional approach are well documented in the literature. Thus, it may be that the approach is sound, but the implementation needs a closer examination and/or the teachers need additional in-service/training to effectively teach using this method. [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.]