This report describes a program for increasing reading fluency through the implementation of several reading interventions. The elementary students of the two targeted regular education classes and the one mild-moderately impaired program exhibit difficulty in reading fluently, which impedes them from becoming independent learners. Evidence for the existence of the problem includes parent and teacher observations, previous report cards, an attitude survey, and academic measures. These measures include a Developmental Phonics Test, a Curriculum Based Measurement, and an Informal Reading Inventory which assess skills of reading fluency. Analysis of probable cause data revealed that students demonstrated difficulty distinguishing between phonemes, and a general lack of understanding of word structure. Staff reported students' inabilities in decoding and fluency as well as lack of parental support. A review of solution strategies suggested by experts in the field combined with the analysis of the problem setting, resulted in the selection of several teaching interventions. Various components including the use of leveled books, repeated readings, word games, sight words, and several word pattern strategies were implemented to improve the individual reading level and fluency of the targeted elementary students. Post intervention data indicated that the students demonstrated an improvement in their reading fluency. Contains 26 references and 12 tables of data. Appendixes contain survey and evaluation instruments, a parent notification letter, a making words booklet, at-home reading strategies, and a reading log. (Author/RS)