Fluency has been identified as an important component of effective reading instruction, and repeated reading has been shown to improve oral reading fluency. In order to improve the efficiency of repeated reading interventions, more research is needed on the effectiveness of small group reading interventions. An alternating treatments, single subject design was used to compare the effects of two versions of an intervention package on generalization and maintenance of oral reading fluency. Participants were six regular education second grade students. Both interventions included listening passage preview, repeated reading, error correction, and contingent reward. The first version of this intervention package was administered in a one-on-one fashion with individual students. The second version of this intervention package was delivered in a small group of three students. Both interventions resulted in fluency gains for participants, with small group and individual intervention resulting in comparable gains for most participants. Further, these gains in fluency were maintained or increased over time. Individual differences in performance and implications for reading instruction are discussed. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]