"Read Naturally" is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: (1) repeated reading of English text for oral reading fluency development; (2) teacher modeling of story reading; and (3) systematic monitoring of student progress by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The "Read Naturally" strategy is designed to increase time spent reading by combining teacher modeling, repeated reading, and progress monitoring. One study (Denton, Anthony, Parker, & Hasbrouck, 2004) reviewed by the What Works Clearinghouse (WWC) investigated the effects of a modified version of "Read Naturally" on an English language learner sample. Although there was random assignment to treatment groups, three students assigned to the control group were reassigned to the treatment group, and three students assigned to the treatment group were reassigned to the control group one week after the study had begun (as requested by the participating schools). The part of Denton, Anthony, Parker, and Hasbrouck (2004) that examined "Read Naturally" included 60 participants. The "Read Naturally" intervention group received English language pull-out tutoring during the school day in addition to their regular English instruction. The control group received only their regular English instruction. Denton and colleagues (2004) reported, and the WWC confirmed, no statistically significant differences between the intervention and comparison groups on students' reading achievement. In addition, the average effect size was small and deemed not substantively important. Therefore, the one study reviewed showed no discernible effects. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Denton, C. A., Anthony, J. A., Parker, R., and Hasbrouck J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. "The Elementary School Journal," 104(4), 289-305.]