The achievement gap in reading between students of low versus high socioeconomic status (SES) is detrimental to students of low SES who struggle with basic reading skills such as fluency and comprehension. The purpose of this study was to investigate if the systematic use of Read Naturally, a repeated reading fluency-based program, significantly increased the reading fluency and comprehension of low SES students. The theoretical framework for this study was the theory of automaticity, which directly links reading fluency to increased comprehension based on the concept that fluent reading frees the brain to attend to reading comprehension. Study questions examined whether there was a significant difference in fluency and comprehension improvement between the students participating in the intervention and those not participating, and also examined whether score differences existed between on-level and below-level readers in the intervention group. Using a quasi-experimental, nonequivalent control group design, and a purposive sample of 178 fourth and fifth grade students, the experimental group participated in the intervention for a 12-week period. Pre and post assessments of both groups measured reading fluency and comprehension. Independent t tests indicated that the mean gain differences between the groups were not great enough to be considered statistically significant. Further study is recommended, with implementation of the program over an extended period of time. The potential for social change includes an increased understanding of the relationship between fluency and comprehension in low SES students, which will help educators improve reading instruction, particularly for disadvantaged students. [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.]