The purpose of the quasi-experimental study was to indicate the impact of repeated reading fluency interventions on the reading rates, accuracy, and comprehension of college students placed in remedial English courses in an open admission university in Arkansas. Its purpose was to determine if college students who do not read fluently would improve their reading rates, accuracy, and comprehension of text after receiving repeated reading fluency interventions compared to similar college students who did not receive the fluency interventions. Data collection procedures for this study included pre-tests and post-tests to measure fluency rate, accuracy, and comprehension scores. Findings from this study revealed that participation in repeated reading fluency interventions did not positively impact the reading rate, accuracy, or comprehension of college students enrolled in remedial English. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]