This three-article dissertation gathers teachers' reflections about Reciprocal Teaching (Vygotsky, 1978) and gauges the role of teacher expectations on the reading comprehension success of African American students. Article One provides a detailed literature review outlining the history and significant research applicable to the subject of Reciprocal Teaching, along with the value of teacher reflections. The underlying theoretical framework of successful leadership drives this literature review. Article Two is a qualitative study utilizing email interviews to explore the reflections of instructional leaders who were part of a pilot that implemented Reciprocal Teaching. Article Three is a practical training for instructional leaders to implement Reciprocal Teaching, and was developed from current research and findings presented in Article Two. The aim of the training is to provide instructional leaders and teachers with knowledge, skills, and strategies to maintain or improve reading skills using the Reciprocal Teaching strategy in their districts. [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.]