3 teachers (grade 1, middle school special education, high school English) who had used reciprocal teaching in their classrooms for at least a school year were observed and interviewed as part of an effort to develop a model of reciprocal teaching that would work well in classrooms. All 3 teachers used reciprocal teaching as a framework for class discussion of text read in preparation for students' participation in reciprocally taught reading groups. Although the 4 strategies included in the original reciprocal teaching research (i. e., prediction, questioning, clarification, and summarization) were observed in all 3 classrooms, and there were a number of other similarities to conventional reciprocal teaching (e. g., peer-led reading groups), there also were substantial teacher adaptations of the method. For example, in all 3 classrooms, reciprocal teaching occurred as a postreading activity rather than during first reading, with the student leader role modified to stimulate greater participation in group...