This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within each of the interventions were based on best practices reported in the literature. Repeated reading consisted of students rereading passages aloud until they reached a performance criterion. Question generation consisted of students reading passages purposefully in an attempt to adapt and answer story structure prompts. The results of the study indicate that (a) repeated reading improves students' fluency on passages that are reread and (b) when reading instructional-level material, repeated reading is more effective at improving factual comprehension than question generation. (Contains 3 tables and 1 figure.)