Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical ways to improve oral reading fluency. This paper reports on a classroom-based action research study that employed the recording function of iPods in authentic research on oral fluency instruction. The action research took place in a second grade classroom with 17 students. This article focuses attention on the authenticity and contextual integrity of research conducted in a regular classroom with easily available assessment instruments. The second graders increased their oral reading fluency scores in an 8-week timeframe.