The purpose of this study was to implement and evaluate a Spanish reading intervention that included the components of repeated reading, teacher modeling, and progress monitoring. The study, a multiple baseline design single-case research across subjects, was conducted with three treatment groups per classroom, a total of 76 students, over a period of 12 weeks in four elementary transitional bilingual classrooms: two first grade and two-second grade classes. It was predicted that students who received the intervention throughout the 12 weeks of the study would improve the most in oral reading fluency and reading comprehension. It was also predicted that students who practiced the most regardless of the length of the intervention would improve more than those who practiced less. Two measures were used to evaluate improvement: oral reading fluency and reading comprehension. It was concluded, according to the visual and statistical analyses, that this intervention was effective in some areas. This intervention was especially effective in giving the students a jump-start in their reading level.
