Special day class students struggle with reading fluency. Their lack of fluency impedes their reading comprehension. The purpose of this study was to determine if a combination of strategies delivered simultaneously would significantly improve reading fluency in students with a learning disability who must attend an alternative school. Instructional synergy, meaning the combined efforts of many strategies are more effective than one strategy alone, is used to intensify instruction. The study sought to increase the instruction level and grade level reading fluency of students with special needs who attend an alternative school. Employing a multiple baseline single subject design, the study examined the effectiveness of three reading fluency interventions delivered simultaneously on the reading fluency of four 7th and 8th grade students in a special day class. Baseline reading levels were established using the BADER Reading and Language Graded Word Lists and Graded Word Passages, the Gray Oral Reading Test (GORT) and curriculum-based oral reading fluency passages (CBM). Then, for a period of three school weeks, students received instruction through the use of three research based reading instructional strategies: read aloud, phrasing, and repeated reading. CBMs were used to monitor student progress in fluency during the three week period, and post tests using the measures listed above were collected at the end of the three weeks. Graphic analysis was used to determine whether students were making progress on the CBMs, and their rate of improvement (ROI) was compared to published national norms. Results indicate that the instructional synergy approach was effective for some but not all students. This study has the potential to direct social change by employing research-based strategies in context for students with disabilities.