This study examined the impact of repeated reading, paired reading and echo reading strategy in enhancing pupils' reading fluency performance. To achieve the purpose of this study, three objectives, three research questions and hypotheses were formulated to guide the study; the null hypotheses were tested at .05 level of significance. The study utilized quasi experimental research design. The population of the study comprise of the 1419 primary one pupils in the 124 public primary schools in the nine local government areas in Akwa Ibom North East Senatorial District. A sample size of 140 primary one pupils was selected for the study using multistage sampling technique. The study had three experimental groups and one constant control group. The instrument used for data collection was "Reading Fluency Performance Test (FRPF). Means and standard deviation were used in answering the research questions while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. From the data analyses, the major finding of the study was that there is a significant difference in the mean performance scores of pupils taught reading fluency using repeated reading, echo reading and paired reading strategies compared with their counterparts who were taught using the look and say method. Secondly, those taught using repeated reading strategy performed better than those taught using echo reading and paired reading strategies. Based on the findings of the study, it was recommended among others that teachers and parents should utilize repeated reading, echo reading and paired reading strategies to teach their pupils or children reading fluency.