The first part of this report reviews an extensive series of studies concerned with the reciprocal teaching of comprehension fostering and monitoring strategies--an instructional method in which an adult teacher and a group of students take turns leading a dialogue aimed at revealing the meaning of the text. The studies reviewed indicate that after extensive exposure to these reading dialogues, poor readers improve, not only in their contribution to the dialogues, but also in their independent comprehension performance in the laboratory, in the classroom, and on standardized tests. The report then describes comparisons of reciprocal teaching with other viable teaching methods, including modelling, direct instruction, and practice. In addition, a description is provided of attempts to hand the procedures over to a variety of teachers, experienced, inexperienced, and peer tutors, as well as mapping modifications needed to ensure that the method survives under the pressures of actual classroom conditions. Finally, the report describes how to use reciprocal teaching dialogues with young and slower learners to improve both reading and listening comprehension. (Author/HOD)