<![CDATA[Reading fluency is essential for supporting efficient word recognition and reading comprehension. Students with reading difficulties need structured practice that builds reading automaticity through audio modelling and scaffolding tailored to individual needs. This study aimed to improve the learning process and reading fluency performance of a fifth-grade student with reading difficulties using a series of audio-assisted repeated reading exercises. The study employed the Kemmis and McTaggart classroom action research model and was conducted over two cycles spanning five sessions. Data were gathered through observations of teacher and student activities and reading performance tests measuring Correct Words Per Minute (CWPM) and accuracy; the data were then analysed using both qualitative and quantitative descriptive methods. Results: At the pre-intervention stage, the student achieved 13 CWPM with 86% accuracy. By the end of Cycle I, performance reached 65 CWPM with 100% accuracy. Based on reflection, Cycle II incorporated increased scaffolding, word pointing, teacher-led shared reading, and adjustments to reading materials. By the end of Cycle II, the student achieved 92 CWPM with 100% accuracy. However, the final scores were obtained using previously used texts—meaning text familiarity may have influenced performance—and transferability to new texts was not tested. Conclusion: In this case, a combination of repeated reading, audio modelling, and adaptive scaffolding was associated with improvements in reading fluency. These findings are context-specific and support individualised instructional practices within inclusive education.]]>
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