Dolls have accompanied children with a variety of activities, including the practice of reading. However, the current literature has neglected to provide empirical support that reading to dolls has influenced reading fluency or the child's belief in their reading ability, known as reader self-efficacy. This study sought to answer the questions of how sustained, weekly oral reading practice to a doll influenced reading fluency and how the interaction with a doll impacted reader self-efficacy among fourth-grade students. The researcher adopted a mixed-methods approach to bring forth both quantitative and qualitative information that established a deeper understanding of the connections between dolls, reading fluency, and self-efficacy. The findings suggest that there is a positive relationship between reading fluency growth, self-efficacy development, and dolls. Further, the findings suggest that dolls provide students with the opportunity to practice reading aloud without feelings of judgement. The data from the present study adds to the current literature regarding reading fluency interventions, self-efficacy attainment, and how dolls can be used in educational contexts. [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.]