An increasing number of elementary students in a rural school were promoted to a higher grade without having grade-level reading fluency skills, thereby becoming at risk of not reaching or maintaining their academic grade level reading skills. The purpose of this ex post facto quantitative study involving archival data analysis was to investigate the effectiveness of a 9-week reading fluency intervention on below grade-level, low socioeconomic status, 2nd grade students. Research that provides specific instructional strategies that improves student reading fluency is of interest to parents, teachers, and school administrators. The theoretical framework is based on the sociolinguistic theory, which focuses on the role of social and language interaction in learning to read. Independent samples t test was used to compare the treatment and control groups on the dependent variable of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency scores. Results indicated that those students whose parents received the intervention achieved statistically higher gains in reading fluency. A key conclusion is that parent involvement is beneficial in improving oral reading fluency. Recommendation includes providing staff development strategies to implement parent intervention in other subject areas and grade levels over an extended period of time. Implications for positive social change include increasing collaboration among educators to select specific instructional strategies that will increase student academic performances. [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.]