A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to complete school because of difficulties in reading Thai. Consequently, finding improved ways to develop reading fluency with this population is important--one way to increase fluency is through repeated reading. Repeated reading and self-directed behavior were tested with control conditions to determine if these methods would be effective in promoting reading fluency in Thai. Samuels' (1978) unassisted method was used. All the 95 students in the boarding school were tested to select poor readers. Participants were 28 students who met the criteria, and selected for a balance of sex, tribe, and reading skills such as speed, comprehension, and error detection. Students were randomly assigned to one of four treatments. Analysis of variance was computed for each of the variables to ensure that all groups were equal at the experiment's start. Data analysis showed that students in the repeated reading conditions read texts significantly faster than students in the non-repeated reading conditions and were also significantly better at detecting spelling errors in the text than students in the non-repeated reading conditions. Differences were not found between the groups in comprehension. Findings suggest that students acquire automaticity and fluency for the materials practiced during the repeated reading practice. (Contains 4 tables and 24 references.) (NKA)