The purpose of this qualitative study was to investigate teachers' implementation and practice of reciprocal teaching (RT) in 2 elementary schools. Over a 3-year period, 17 elementary school teachers participated in the implementation of RT. The obstacles they encountered and modifications made to RT were examined in vivo. Teachers modified their practice of RT, and the authors examined their modifications using 3 elements of RT: strategy use, dialogue, and scaffolded instruction. The focus was on whether these 3 essential elements remained in the teachers' constructions of RT. The authors also focused on whether teachers added anything new to RT. Theory and guidelines that can be used to help teachers with the implementation and practice of RT are developed.

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