The effectiveness of explicit fluency interventions, with decoding instruction as needed, on a single subject in grade three was investigated. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling, were conducted over a period of 8 weeks. Results indicated that using manageable text while working independently with a child on specific fluency strategies was positively associated with overall reading skills. (Contains 7 tables.) [M.A. Thesis, Kean University.]