Previous research has investigated the efÞcacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading ßuency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non-overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading ßuency and reading comprehension skills of four targeted students as well as classwide performance in ßuency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive Þndings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond ßuency. C 2010