A study was designed to examine the effectiveness of repeated reading in fluency and comprehension. A cross-age reading program was used to give students a purpose for rereading material. The children in a second-grade classroom in a private school in suburban New Jersey were randomly assigned to two sample groups. The experimental group read to a kindergarten partner three times a week for eight weeks. The control group did puzzles or art projects with a kindergarten partner. Although data were not significant, findings suggest that repeated rereading over an extended period of time would be an effective method which could be used in basal and regular classroom instruction. Four tables of data are included. Contains 29 references. (Author/RS)