Repeated Reading and Fifth Graders’ Reading Fluency Sue Sergeant July 2002 Fifth grade students reading below grade level are at risk for failure in school. It is imperative to intervene before they move from elementary to middle school. When readers spend too much energy on decoding, there is little energy left for comprehension. This study examined the effect of a repeated reading strategy designed for fifth-grade students on reading fluency. A paired subject design with a pre and post test was chosen to determine the effectiveness of the intervention on students’ reading speed and accuracy. Student pairs read one hundred word selections and used a tape recorder, stopwatch, and charts to self-monitor each repeated reading. The results suggest that after three months all students participating in the study made significant growth in reading fluency. Repeated reading is a viable strategy to incorporate in an intermediate reading program.