This study compared the effects of two different listening while reading (LWR) rates on words correct per minute, accuracy, generalization, and comprehension for four 4th- and 5th-graders. It was hypothesized the effects of LWR would increase as the rate of LWR more closely approximated the reader's actual oral reading rate. An alternating treatments design was used to compare the effects of the two rates of LWR. Results indicated that both rates increased words correct per minute and a high level of accuracy was maintained. In addition, generalization to passages where LWR was not employed was evident, but neither intervention had any effect on comprehension. Contrary to what was predicted, the slow rate did not lead to greater improvements on any of the dependent measures and it appears the fast rate may have actually been superior. Limitations, implications, and future directions are discussed.