This monograph presents a case study of a Chapter I reading improvement intervention involving reciprocal teaching in Highland Park, Michigan, that was planned and executed during the 1993-1995 school years. Teachers and paraprofessionals taught reciprocal teaching strategies daily to third-grade students to prepare them for the fourth-grade state assessment examinations in reading and mathematics. One year later the students involved in the reciprocal teaching intervention scored on average double the previous year's scores. These students outperformed their peers state wide (on average), even though their previous ranking was relatively low. This initial positive result marked the beginning of research-based applications of reciprocal teaching strategies in Highland Park. This case study first describes the academic context in which the reciprocal teaching innovation took place, and also describes the environmental factors that provided the backdrop of the pressure which school officials in Highland Park faced as a result of nation, state-level, and local academic goals and expectations. A description of the district follows--its history with the MEAP (Michigan Educational Assessment Program), its typical student performance on tests of measurement, and the environmental factors that militated against efforts to develop students as literate individuals. Next is a description of the intervention undertaken and an account of the methodology employed by the district to launch and complete the innovation, as well as an annual update of student performance results spanning the years 1995-1998. The case study ends with a review of the degree to which reciprocal teaching is currently utilized in Highland Park, in Michigan, and in the United States. Includes 13 notes and 4 tables of data. (Contains 39 references.) (NKA)