The purpose of this study was to determine if the provision of topic choice in reading material could serve to increase reading fluency for struggling readers, and if it could do so to a similar degree as the provision of tangible extrinsic rewards. An alternating treatments design was used to compare three conditions: choice of passage topic, extrinsic rewards, and control. The data presented within this paper was collected during the summer of 2017 at a summer reading camp which was led graduate students enrolled in school psychology and speech-language pathology programs at the University of Nebraska Omaha. The results revealed no differences among treatments; however, a moderate positive correlation between student interest and reading performance for one participant. This suggests that student interest may be an appropriate mechanism for increasing performance for some students within the classroom setting. Implications and suggestions for further research are discussed. [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.]