A practicum addressed the high percentage of students lacking oral reading fluency in a primary resource class. The project used two basic strategies for increased oral reading fluency: repeated reading and paired reading. To measure the success of this project, the Brigance Oral Reading subtest was administered to 17 first, second, and third graders before and after a 12-week period. Results indicated a significant increase in the target students' fluency rates, and a significant decrease in the number of word errors. In addition, the amount of time that the students spent engaged in reading books increased and the number of books read by the target students increased significantly. (Fourteen references and 7 appendixes including data, a sample of the oral reading card, and a sample of the bar graphs created by the students to show the differences between the initial and final reading of their books are attached.) (Author/PRA)