Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant-vowel-consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.