The purpose of this study was to examine the effects of student choice of three reading interventions, listening while reading, repeated reading, and repeated reading plus retell, on reading fluency and delayed reading comprehension with elementary students with reading difficulties. The researcher used a single-subject alternating treatment design with a return to baseline phase. The participants were four fourth grade students from a rural school district, who demonstrated below-grade level reading comprehension skills. Participants' reading comprehension of expository text was measured through multiple-choice questions. Visual analysis and descriptive statistics were used to examine the effects of listening while reading, repeated reading, and repeated reading plus retell. Results indicate that reading comprehension and reading fluency improved across each of the three interventions with highest gains seen in the intervention the students preferred. [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.]