The present study replicates and extends the work of Frankhauser, Tso, and Martella (2001) using 6 first-grade students in a multiple baseline design across participants to determine if the addition of three repeated readings following "Reading Mastery I and II" (Engelmann & Bruner, 1995) lessons improves student fluency beyond that expected within the programs. Students exhibited increased fluency during repeated reading, but these fluency levels were not consistently greater than those attained with "Reading Mastery" alone. The fluency gains did not generalize to other "Reading Mastery" passages, and the repeated reading intervention did not consistently reduce the number of rereadings required for students to meet "Reading Mastery" checkout criteria. "Reading Mastery" provides sufficient opportunity to develop fluency without the need for a supplemental repeated reading intervention. (Contains 1 table and 1 figure.)