Previous studies have demonstrated the effectiveness of the Repeated Readings intervention at improving reading fluency and reading comprehension. However, research on the effectiveness of fluency interventions focuses on young children, with limited research on the effects on college-age populations. The primary purpose of the current study was to apply Repeated Reading fluency interventions, found to be effective at improving reading fluency and comprehension in younger populations, with college-aged students, adapting for their particular reading levels. The study was conducted with a single subject multiple baseline design, using Curriculum Based Measures to assess the effectiveness of the reading intervention. Results of the study indicated that students performed marginally better on fluency reading passages following intervention, yet only for skill passages at their skill level, rather than below their level. Additionally, the study concluded that students did not make meaningful gains to fluency before the introduction of the intervention over the course of a five-month intervention, despite their involvement in college-level classes as well as a remedial reading course. This was evidenced due to the lack of overall progress displayed by the student on standardized measures and fluency and comprehension assessments and the presence of positive effect sizes within the measured categories that did show meaningful gains. [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.]