This report describes a program for improving reading fluency in the classroom. The researchers worked with their students to increase their word recognition rate and accuracy within a text. The emphasis was on their ability to appropriately and consistently model reading with expression and intonation. The targeted population consisted of first and second grade students in two midwestern communities of average income levels. The problem of poor reading fluency was evident through teacher observation, parent and student feedback and reading miscue assessments. Literature showed several contributing factors responsible for the probable cause. One factor was that the text was too difficult for students. Another factor was that there was not enough individual help in the classroom and too much whole language. Also, lack of time spent on reading with expression and intonation was a problem. Lastly, students needed to see a consistent relationship between school and home, and should have received appropriate modeling from parents and teachers. A review of solution strategies suggested by professional sources and educational literature resulted in the selection of many interventions. Classroom time was spent on repeated readings by including a variety of meaningful activities. This included incorporating poetry into daily classroom activities, developing a home/school reading relationship to reinforce what was happening at school, and individualizing instruction for meeting the needs of students at their appropriate level. This was enforced by using a structured reading framework. Findings indicated that targeted students at all sites increased their reading fluency. The paper contains 30 references, 2 tables, and 51 figures of data. Appendixes contain a permission letter, parent and student reading attitude survey instruments; oral reading observation forms; a miscue analysis form; tally sheets; data from surveys administered at both sites and to parents and students; and data from oral reading observation forms. (Author/RS)