"By wisdom a house is built, and by understanding it is established; by knowledge its rooms are filled with rare and beautiful treasures." Proverbs 24:3-4 Reading fluency remains one of the areas of reading that is often overlooked when addressing basic reading skills and comprehension for students who struggle in the area of ​​reading. Studying reading fluency will allow those who teach reading to find strategies that have been shown to be effective in developing reading. The purpose of this research is to introduce the concept of how fourth grade students with documented learning disabilities can gain greater reading fluency through repetitive reading while comparing and contrasting three theories: Eri's stages of reading development, Chall's stages of reading development and Piaget's stages of child development with emphasis on concrete operations. Introduction: "The 2005 National Bulletin indicated that Only 31% of fourth graders read at a proficient level. Additionally, the majority of referrals to special education institutions are for reading problems” (Williams & Skinner, 2011, p. 87). “Recently, there has been increased attention to reading fluency. There has been particular interest in the individual components of mastery and the relationships between mastery and understanding” (Klauda & Guthrie, 2008, p. 310). Results used to synthesize intervention research revealed that mastery acquisition required an explicit model incorporating repeated and multiple readings of familiar texts. (Chard, Vaughn and Tyler 2002). Reading fluency research has been both extensive and a labor of love by those who carry a passion for achieving true automaticity and generalizability in the area of ​​reading fluency and understanding. of paper ...... evaluation: questions of construction, criterion and consequent validity. Reading Research Quarterly, 45 (3), 270-322. Westein, G., Cook, L. (1992). The effects of two repeated reading interventions on fluency generalization. Learning Disability Quarterly, 15, 21-28.Williams, J., Skinner, C, (2011).correct per minute: the variance in standardized reading scores explained by reading speed. Psychology in Schools, 48(2), 87-101. Yurick, AL, Robinson, PD, Cartledge, G., Lo, Y.-y. and Evans, T.L. (2006). Using repeated peer reading as a fluency-building activity for urban learners. Child Education and Treatment, 29, 469-506. Ya-yu, L., Cooke, N., Starling, L. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and treatment of children, 34 (1), 115-126.