The purpose of this study was to design, implement, and evaluate the efficacy of scaffolded silent reading (ScSR) compared with the evidence-based practice of guided repeated oral reading (GROR) with feedback on 3rd-grade students' fluency and comprehension growth. Using a mixed-model dominant-less dominant design, the authors collected both quantitative and qualitative data. Quantitative results indicated no significant differences between these 2 forms of reading fluency practice on 3rd-grade students' fluency and comprehension development with the exception of 1 significant difference favoring ScSR on expression of a single passage. Qualitative results indicated that either ScSR or GROR approaches used exclusively tended toward tedium and reduced overall student enjoyment and motivation. The authors discuss how the ScSR approach represents a viable alternative or companion to GROR for promoting 3rd-grade students' reading fluency and comprehension growth. (Contains 3 tables and 2 figures.)