This article describes the application of experimental analysis methods for identifying reading fluency interventions for two elementary school students (fourth and fifth grade) referred for reading problems. For each student the experimental analyses examined use of rewards, instruction, and a treatment package containing both reward and instructional components across difficulty levels to determine the condition that led to the most efficient increases in reading fluency for each student. Based on the experimental analyses, individualized reading packages were developed that required minimal supervision. These interventions were carried out over time during normal instructional routines, and progress monitoring data were gathered to determine the effects of the interventions. Results are discussed in terms of how practitioners can use experimental analyses of academic skills within a broader response-to-intervention framework. Also, recommendations for future research in this area are made. (Contains 1 table and 3 figures.)