A study examined the relative effectiveness of repeated readings and listening-while-reading in promoting reading fluency. Subjects, 20 third grade students in a community in the southeastern United States, of high, average, and low reading levels, had their reading fluency measured in two cycles: subjects who repeatedly read a passage in the first cycle repeatedly listened to a presentation of a passage in the second cycle, and subjects who repeatedly listened to a passage in the first cycle repeatedly read a passage in the second cycle. Results indicated that there was no significant difference for reading rate or accuracy by order of presentation of treatment and that both methods were effective in improving reading fluency. (Two tables of data are included; 15 references are attached.) (RS)