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A multielement design was used to compare the effects of rapid oral presentation and slow oral presentation during listening previewing on rates of accurate oral rereading. The participants were 2 elementary students with reading skills deficits. For both students, rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. DESCRIPTORS: reading rates, listening previewing Students ’ rates of accurate oral reading have been shown to correlate positively with a number of measures of reading skill, in-cluding word identification, word compre-hension, inferential comprehension, and lit-eral comprehension (Shapiro, 1989). Further, interventions that increase rates of reading may also increase reading comprehension (Breznitz, 1987). Listening previewing, in which students are instructed to read silently as another person reads aloud, has been shown to increase rates of accurate oral re-reading (Daley & Martens, 1994). Some re-searchers have suggested that the oral read-ing should occur at rapid rates because stu-dents may model previewers ’ rapid reading rates (e.g., Cunningham, 1979). Others have suggested that adults should reduce their reading rates to ensure that students have an opportunity to read each word (e.g., Skin-ner, Johnson, Larkin, Lessley, & Glowacki, 1995). The purpose of this study was to compare rates of accurate oral rereading fol-lowing rapid and slow oral presentations. Address correspondence to Christopher Skinner