The purpose of this study was to examine the effects of an intervention involving reciprocal peer tutoring and self-graphing of reading data on the disruptive behavior, active responding, and reading fluency of students with emotional or behavioral disorders (EBD). Four middle school students with EBD participated in this research. Results indicated that during the intervention phase students' disruptive behavior decreased and active responding increased. Furthermore, during the intervention phase each student made progress on words read correctly per minute. This is represented by each student attaining the goal of typical reading growth, compared with only one student achieving this goal during the baseline phase. Limitations of the study and implications for practice and future research are discussed.