Fluency has been identified as an important outcome of effective reading instruction, and intervention packages utilizing the method of repeated readings have been shown to improve oral reading fluency. In order to improve the efficiency of these intervention packages, more research is needed on the effectiveness of small group reading interventions. An alternating treatments design was used to compare the effects of two versions of an intervention package that included repeated readings on generalization and maintenance of oral reading rate for 6 second grade students. Both intervention packages included listening passage preview, repeated readings, error correction, and contingent reward. The intervention packages differed only in whether intervention components were provided to students individually or in groups of three. Gains in oral reading rate were observed across conditions, with individual and small group interventions resulting in comparable gains for most participants. Individual differences in performance and implications for reading instruction are discussed.