Video self-modeling (VSM) is a relatively new technique used to improve reading fluency. At this point, VSM has primarily been used to supplement evidence-based reading interventions such as repeated readings (RR). There is limited to no research evaluating the independent effects of VSM in comparison to interventions such as RR. The goal of the current study was to compare the independent effects of VSM and RR on improving reading fluency by using an alternating treatment single case design (A/BC/B + C). Four elementary-age children with reading difficulties participated in this study. Results suggest medium to large effects when RR was implemented and small-to-medium--sized effects with VSM alone. The additive effects of combining VSM and RR did not produce a higher effect than RR on improving reading fluency