High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student achievement in reading, as measured by scores in reading on high stakes assessments. A quasi-experimental ex post facto design was used to compare the mean correct score on the reading portions of the standardized test for students in second grade during 2010 and in 2011. Students in 2011 received fluency skills practice using the RR strategy while students in 2010 did not. The data were analyzed using the independent samples t test procedure. There was no statistical difference in test scores. The implications for positive social change are increased student motivation and fluency skills, knowledge of the importance of fluency skills practice, methods for explicitly teaching fluency, and increased parent involvement in fluency skills building. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]