The purpose of this qualitative heuristic case study (supported by quantitative data) was to investigate the change in reading comprehension after implementation of a fluency intervention. The study participants were five students on tier 2 of the Response to Intervention pyramid. The study was guided by three research questions. RQ1: Why does implementing Response to Intervention help to identify students quickly? RQ2: How does implementation of interventions change students' fluency? RQ3: How does implementation of fluency interventions change students' reading comprehension? The students were given pretests to find comprehension levels and fluency levels (automaticity, accuracy, prosody). The students received direct fluency instruction over a 9 week period and were given fluency assessments every 3 weeks to monitor progress. The study results showed that the pretests were helpful in identifying areas of needed interventions for the students. The interventions helped to improve the students' fluency in the areas of automaticity and accuracy. The majority of the students' prosody remained constant throughout the study. Their comprehension levels also did not improve. However, the students did maintain passing grades in reading class. [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.]