This qualitative research study addressed how struggling fourth-grade Afro-American males in a southern urban school system developed reading comprehension and whether their reading comprehension was linked to academic achievement. The purpose of the study was to gain insight regarding the comprehension development and academic achievement of struggling Afro-American males from 15 purposeful selected participants. The participants' reflections concurred with the literature review that revolved around the theory of Cognitivism, showing a combination of Piaget's, Vygotsky's, and Bruner's beliefs promoting understanding through collaborative discussions, writings, and peer-interactions. Data obtained from15 structured, transcribed verbatim interviews and responses from a critical incident revealed four positive and three adverse factors that affected reading comprehension development. The data also indicated two other findings that linked comprehension development to academic achievement. Practices and future research recommendations were made based on instructional principles that would benefit all students. The qualitative research study supported the findings of the earlier studies discussed in chapter two's literature review and did not reveal one independent program or approach to stimulate underachieving Afro-American males becoming motivated readers and achievers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]