The purpose of this research project was designed to test the hypothesis that students taking part in this study would increase their reading comprehension and reading fluency skills by taking part in the Daily 5 Model and The CAFÉ System during the literacy block. The researcher sought to answer the question, "What impact do The Daily 5 Model and The CAFÉ System have on improving reading comprehension and fluency skills for fifth grade students? After reviewing the test results from the Georgia Milestone, it was evident that many students in fifth grade were performing below grade level in reading when compared to students at different schools in the area. Reading comprehension and reading fluency were the areas where students struggled the greatest. To address these deficient areas and to provide support to students to enhance their reading skills, Milford Elementary implemented The Daily 5 and The CAFÉ (Comprehension, Accuracy, Fluency, and Expand Vocabulary) model into the curriculum to foster literacy skills in the elementary grades. The twenty-four participants involved in this study were all enrolled as fifth grade students at Milford Elementary. Data collection for this mixed-methods study contained pre- and post-surveys, Developmental Reading Assessments II (DRA2), observations, and anecdotal notes. Data was analyzed using color coding so that common patterns could be easily identified. The results of this study showed that when comparing the data during the pre and mid assessment stages, students showed an increase in their reading abilities after participating in the Daily Five and CAFÉ instructions. [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.]