Children with autism spectrum disorders (ASD) are at greater risk for reading difficulties, and for many children, the promotion of reading fluency is an appropriate intervention goal. However, few studies have specifically examined the use of repeated reading (RR) with young children with ASD. The present study used a RR intervention in conjunction with rewards contingent on performance and error correction with three young children with ASD to promote reading fluency on first and second grade level reading passages. Findings from this sample support other pilot studies extending variations of RR to use with children with ASD. Future work should rigorously evaluate the components of fluency interventions that promote short and long-term reading outcomes in children with ASD.