Researchers have evaluated the effects of repeated reading and listening-while-reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. The current study was designed to extend this research by evaluating and comparing the effects of these two interventions using direct measures of reading comprehension and reading comprehension rates, or the amount of passage comprehended per time spent reading. To determine if an interaction exists between passage difficulty and intervention condition, students read two passages for each condition, one easier and one harder passage. Results revealed main effects on comprehension rate, but not on comprehension accuracy. These findings suggest that neither intervention enhanced comprehension, but listening while reading enhanced comprehension rates on both easier and harder passages, indicating that it may be a significantly more efficient procedure for enhancing comprehension. Implications for measurement, academic accommodations, class-wide instruction, and future research are discussed.