"By wisdom a house is built, and through understanding it is established; through knowledge its chambers are filled with rare and beautiful treasures." Proverbs 24:3-4 Reading fluency remains one of the areas of reading that is often overlooked when addressing basic reading skills and comprehension for students who struggle in the area of ​​reading. Studying fluency will allow those who teach reading to find strategies that have been proven to be successful in reading growth. The purpose of this research is to introduce the concept of how fourth grade students with documented learning difficulties can achieve greater reading fluency with repetitive reading while comparing and contrasting three theories: Ehri's Stages of Reading Development, Ehri's Stages of Reading Development Chall and Piaget's Stages of Child Development with a focus on concrete operations. Introduction: “The 2005 National Report Card indicated that only 31% of fourth grade students could read at an advanced level. Additionally, most references to special education involve reading problems” (Williams & Skinner, 2011, p. 87). “Recently, there has been an increased focus on reading fluency. The individual constituents of fluency and the relationships between fluency and comprehension have been of particular interest” (Klauda & Guthrie, 2008, p. 310). Findings used to synthesize intervention research found that developing fluency requires an explicit model that incorporates repeated and multiple readings of familiar texts. (Chard, Vaughn, and Tyler 2002). Fluency research has been extensive and a labor of love by those who carry forward the passion to achieve true automaticity and generalization in the field of reading fluency and comprehension. of the paper......evaluation: issues of construct, criterion and consequential validity. Reading Research Quarterly, 45 (3), 270-322. Westein, G., Cook, L. (1992). The effects of two repeated reading interventions on fluency generalization. Learning Disability Quarterly, 15, 21-28.Williams, J., Skinner, C, (2011).correct to the minute: the variance in standardized reading scores accounted for by reading speed. Psychology in Schools, 48 ​​(2), 87-101. Yurick, A. L., Robinson, P. D., Cartledge, G., Lo, Y.-y., & Evans, T. L. (2006). Using repeated peer-mediated reading as a fluency-building activity for urban students. Child Education and Treatment, 29, 469-506. Ya-yu, L., Cooke, N., Starling, L. (2011). Using a repeated reading schedule to improve generalization of oral reading fluency. Education and treatment of children, 34 (1), 115-126.