Although past research has examined repeated reading (RR) and listening passage preview (LPP) in great detail, several issues related to their applied usage with individual students remain. Questions including the number of times students are required to engage with the instructional materials during treatment and tracking fluency gains on untrained probes become important during individualized intervention. In addition, most RR and LPP work has been conducted by school personnel during the academic year rather than by parents over the summer months. As such, the current study used brief experimental analysis to identify the most effective number of RR or LPP implementations for two second graders, which was then employed by each child's mother during the summer months. Progress monitoring included tracking fluency gains on untrained AIMSweb probes. Results indicated both increased correct words per minute during intervention and maintenance at 6-week follow-up and are discussed in terms of applied decision making for individual students. (Contains 2 figures.)