This study explored the question of whether using recorded texts in conjunction with written texts might improve gifted students’ reading comprehension. Participants were thirteen gifted readers from two elementary schools, in grades 1 to 5. Participants alternated reading texts at their reading level with, and without, the aid of audio recordings. Immediately following the reading of the text, participants took a short comprehension test. Participants completed pre- and post- treatment surveys to determine to measure their attitudes towards listening versus reading and how they may have changed during the study. Five participants scored higher using the Read / Listen treatment; four did equally well using either treatment; and four scored better on the Read Only treatment. Participants who scored better on the Read / Listen treatment scored at least a full letter grade higher than with the Read Only treatment.