This study used a single-subject design to examine whether strategies of modeling fluent reading and repeated reading increased reading accuracy and fluency in three third-grade boys with emotional and behavioral disorders (EBD) who struggled with reading. Work samples and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) informal assessment tool were used to assess students’ reading before and after the intervention protocol. The results indicated improvements in some students’ oral reading fluency. Based on these results, further interventions for use by teachers are suggested.