This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for students of differing academic profiles. The students engaged in assisted-repeated reading two times a week for eight weeks. Each session lasted 10 to 15 minutes. A baseline was established for each student prior to the start of the intervention. Subsequently, initial and final readings were recorded at each session. The findings of this study support a positive relationship between assisted-repeated reading and improved reading fluency, with the greatest gains made by those students whose reading difficulty stemmed from a decoding deficiency--the special education student and the non-classified poor reader. Results are interpreted in light of LaBerge and Samuels (1974) Automatic Information Processing Model.