Previous research has demonstrated that various reading intervention strategies have shown improvement over time. In a rural south central Pennsylvania school district, 25% of the third grade students are not proficient in reading, leading to possible disadvantages throughout life. This study investigated whether the theory of automaticity impacted the intentional use of repeated reading within Readers Theater (RT) produced greater gains in reading proficiency among at-risk students compared to the routine reading instruction (RRI). Quantitative quasi-experimental data using a within-subjects repeated-measures design with an ABBA counterbalancing of the independent variable of reading fluency strategies were analyzed. A sampling of N =26 at-risk third grade readers was tested at baseline after each of four 3-week treatment intervals using standardized Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments. Students were first given 3 weeks of RRI (A1), followed by two 3-week blocks of the RT intervention (B1 and B2) followed by a final 3 weeks of RRI (A2). Repeated measures ANOVA analysis showed a significant decline in the DIBELS gain scores between the initial RRI routine reading instruction A1 posttest and the RT intervention initial B1 posttest, followed by a significant increase at the B2 posttest; whereas, the final A2 posttest showed a significant twofold decline in the gain scores after returning to the traditional RRI condition. Since the RRI/RT transitions may require adjustment among students and teachers, it is recommended that the RT intervention be tested over an extended implementation to more accurately assess its potential for increasing reading fluency rates when compared to traditional RRI methods. The results can impact social change by helping increase the number of students who graduate and to create a literate society of proficient readers. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]