This practicum focused on the use of repeated taped reading instruction with modeling to improve fluency, comprehension, and automatic word recognition in five students (ages 11-13 years) with learning disabilities for a period of 10 weeks. The instruction also involved the teacher giving corrective feedback and having the students answer story map questions both orally and in written form. Students' pre-intervention and post-intervention performance was compared in oral reading, comprehension, word recognition, and attitude toward reading. Results indicated that students improved in comprehension, fluency, and word recognition. The practicum results supported the need to develop a reading program that is frustration-proof and failure-proof for use with the learning-disabled child. Appendices include the Heatington Attitude Scale, sample story map questions, and samples of students' work. (Includes 14 references.) (JDD)