This volume continues the process of laying a fluency foundation for developing readers. The philosophy governing this reading program hinges on the application of several well established and scientifically demonstrable educational practices: repeated reading (Allington, 2001, p. 82); leveled questioning (Ryder and Graves, 1999, p. 103-107); and the writing of unaided summaries / retellings (Tierney and Readence, 2000, p.508). This program utilizes these three practices in tandem, causing their products and by-products to engender, complement, and substantiate one another. Through this program, students will learn to read fluently, analyze logically, comprehend implicitly, and retain completely. Initially, through the repetitious reading of designed literacy selections, grapho-phonemic fluency will be created and enhanced. Repeated reading creates familiarity with the verbiage and syntax of all selections of literature. Developing readers struggle for many reasons; however, prominent among them is unfamiliarity with the grapho-phonemic cueing system (Tierney and Readence, 2000, p.160).Without actually delving into the ramifications of phonetics, context clues, and syntax, the act of repeated reading accomplishes many of the same goals as the purposeful practicing of this cueing system.