The purpose of this quantitative correlational-predictive study was to determine if and to what extent teachers' Leader-Member Exchange (LMX) and organizational citizenship behavior (OCB) individually and combined predict teachers' Class Reading Growth in grades K-5 at a school district in a southeastern coastal state. The theoretical foundations included LMX, OCB, full-range leadership theory, social identity theory, and social exchange theory. The data were collected from 117 teachers at a school district in a southeastern coastal state. The research question was to determine if and to what extent teachers' LMX and OCB individually and combined predict teachers' Class Reading Growth in grades K-5. The first hypothesis tested whether the teachers' LMX and OCB combined predicted teachers' Class Reading Growth, while the second hypothesis tested teachers' LMX individually and the third tested teachers' OCB individually. Two validated instruments were employed to collect quantitative data to assess teachers' LMX and OCB. Standard multiple regression analysis determined model significance for two of the three relationships. Teachers' LMX and OCB combined predicted teachers' Class Reading Growth, F(2, 114) = 15.108, p < 0.001, with an adjusted R[superscript 2] = 0.21. Teachers' LMX individually predicted teachers' Class Reading Growth ([beta] = 0.34, p = 0.001), although teachers' OCB individually did not ([beta] = 0.16, p = 0.115). These findings suggest teachers' LMX and teachers' Class Reading Growth positively correlate and highlight the need for school leaders to develop mutual trust, respect, and reciprocity with teachers to increase the chances teachers will perceive a high-quality, social LMX. [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.]