Fluency is a goal for all readers, including those with disabilities. Students who have developed accurate word pronunciation skills may still experience labored or slow reading instead of smooth and automatic reading. In addition to being fluent, it is also important to be able to comprehend the reading material. This article is an excerpt from a book by N. Mather and S. Goldstein entitled, "Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management." The authors review activities for increasing reading rate and fluency. The interventions listed are particularly beneficial for students who have strong conceptual abilities yet weak automaticity due to problems with phonological or orthographic awareness. (author/jlkrause)