A study examined the efficacy of the repeated readings method in improving the oral reading rate, decreasing the number of oral reading errors, and improving the oral reading comprehension accuracy of educationally handicapped students. The oral reading skills of eight students from an urban northeastern United States community identified as educationally handicapped were measured over a 12-week period using the Analytical Reading Inventory as pre- and posttests. After placement at the appropriate reading level, subjects (N=8) were assigned 100-word segments to read aloud individually to the instructor. The oral reading rate, number of errors, and comprehension were recorded by the instructor. Subjects began a new story when they could read 85 words per minute. Results indicated that poor readers learned to develop reading speed and fluency with repeated practice. The subjects improved their reading speed and comprehension and decreased the number of word errors. (Thirty references, eight tables of data and several evaluation instruments are appended.) (RS)