The present study tested the effects of assisted-repeated reading on four first-grade students--a special education student, an at-risk, student, an English as a Second Language (ESL) student, and a general education student. The students engaged in echo and assisted-repeated reading two times a week for eight weeks. Each session lasted between 10 to 15 minutes. A baseline was established prior to the start of the intervention. Cold and final readings were recorded at each session. The findings of this study support the positive effect that assisted-repeated reading has on reading rate, however, the focus of this study was twofold: the effect on each subject and a comparison amongst the subjects. (Contains 6 figures.) [MA Thesis, Kean University.]