Recent studies have examined the use of culturally relevant passages in reading interventions for African American students. Research in the area of reading interventions for Latino students is limited. This study compared the use of culturally relevant and non-culturally relevant passages in reading interventions using repeated reading. The study included two high school Latino students identified as having reading difficulties from screening data. An alternating treatment design was used to compare four intervention conditions. The students were asked to read the passages aloud and were assessed on oral reading fluency and comprehension. It was hypothesized that students' fluency on the culturally relevant passages will be greater in the repeated reading and non-repeated reading conditions, compared to the non-culturally relevant passages. Results showed that the students performed slightly better on the CR passages than on the non CR passages in all test conditions as hypothesized. Implications for practice and future research are discussed. [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.]