Reading fluency has been acknowledged as a key component in the process of learning to read. As students enter kindergarten, many of them do not have the early or emergent literacy skills they need in order to become fluent readers. Kindergarten students in a Midwest suburban elementary school were studied focusing on their development of reading fluency through the implementation of the Reading in Motion program. This quasi-experimental study was done by using the intervention (Reading in Motion) and a stratified convenience sample of kindergarten students measuring their gains in reading fluency. The purpose of the study was to examine if the Reading in Motion program provided kindergarten students with the early literacy skills they need in order to become fluent readers. The program's goal was to help or enhance the kindergarten students' skills in letter name recognition, letter sounds, phonemic awareness, nonsense words, and reading comprehension. The study found that the Reading in Motion program did improve kindergarten students' early literacy skills. [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.]