The effects of preteaching key words on fluency in connected text were examined with three third-grade general education participants. Researchers used a multiple base-line design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased fluency in connected text written above the participant's instructional level of reading for typical readers. Given that general education texts in content material (e.g., science, social studies) range in degree of difficulty across grade levels, this research is particularly relevant for classroom teachers.