Based on scientific knowledge, this presentation describes the results of a research project designed to understand the impact of distributed pedagogical leadership and the use of learning data within a professional learning community on the reading achievement of students from eight Ontario French-language schools in Canada. The objective of the project is to track the evolution of reading skills in relation to academic achievements and reading levels, while identifying the differences in these achievements based on the characteristics of age, gender, and at-risk and not at-risk students. The results suggest that a collaborative team that focuses on the collection and analysis of learning data as a starting point for professional questioning promotes significant success for at-risk and not at-risk students. The researchers will highlight both the implications of distributed pedagogical leadership and of on-going professional development by the teaching staff as a means for implementing effective teaching strategies in reading and will describe the type of critical questioning that data encourages when teachers collaborate with their colleagues.