This qualitative case study aimed to evaluate instructional best practices in reading, particularly close reading components and strategies that can predict student success, specifically in middle school students in an inner-city setting. The implementation of close reading instructional strategies is said to impose a higher level of cognitive skills. Through language arts' skill-based tools, students can steadily improve analytical aspects of both reading and writing. Additionally, administrators and teachers who hold high expectations and articulate the belief in high cognitive demand can encourage a productive struggle. Furthermore, instructional leadership can positively impact student learning outcomes and facilitate teachers' efforts toward providing quality instruction inclusive of effective reading strategies. [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.]