When we wrote our chapter for the first edition of this book, we focused on the extensive use of round robin reading in the classroom (along with its equivalents of popcorn, popsicle, and combat reading). We also discussed ways to eliminate round robin reading from the curriculum as well as ways of replacing it with effective forms of oral reading instruction. Unfortunately, several years later, we find ourselves having to do battle on a second front since the notion that fluent reading is rapid reading has taken hold in many elementary classrooms in the United States. This notion has been driven, to a large extent, by assessments that focus on words correct per minute as proxies for students' broader reading development. Given these changes, in this chapter we address not only the issue of round robin reading but also the perceived need for increasing learners' reading rate. We also reconsider the importance of fluency in closing the achievement gap and present effective instructional alternatives that can be readily integrated into the classroom. However, we begin with a brief discussion of fluency's role in the reading process.(PsycINFO Database Record (c) 2016 APA, all rights reserved)