To determine the effects of repeated readings with cues on reading fluency and comprehension, a study was conducted on 30 third grade students reading at or above grade level, utilizing three equally difficult passages. Half the children were told to read for meaning, and the other half were cued to read for speed and accuracy. These cues were repeated before each reading, and the children were timed during the final reading of each passage, their errors were recorded, and their reading rate in words per minute was estimated for use as the measure of reading fluency in the data analysis. As the subjects recounted the stories, they were videotaped and the tapes later were analyzed to determine the proportion of propositions retold as a measure of comprehension. Data revealed that (1) reading fluency increased 22% from one to three readings and 9% from three to seven readings independent of the attentional cue given, (2) fluency was greater among children cued to read rapidly and accurately regardless of the number of times the passage was read, (3) comprehension was greater among children cued for meaning, and (4) three to four readings would seem optimal in that the greatest gain in fluency and comprehension is achieved by then. (CRH)