Many students, with and without disabilities, experience difficulty reaching an appropriate level of reading fluency even though they may attain an appropriate level of reading accuracy. The National Reading Panel (2000) found that students who lack reading fluency often lack reading comprehension also. Other students lack the necessary strategies to figure out unknown words, thereby having a high error rate that makes fluent reading impossible. Several strategies have been shown to be effective and efficient for improving reading fluency for students with reading deficits. In this article, three strategies that are practical and easy to implement in the classroom setting are discussed. These strategies include constant time delay, repeated readings, and timed readings. (Contains 1 figure.)