Their results were primarily as follows in regards to elementary students with learning disabilities:
- Students benefit from interventions that include "multiple components focusing attention on increasing the rate and accuracy of reading" (p. 404). This includes decoding instruction, sight word instruction, and rereading.
- Students benefit form models of fluent reading. Silent reading not associated with increased fluency. Modeling prior to reading the passage does. While, audio and peer models are better than none, teacher modeling provides the best results.
- Corrective feedback, when combined with rereading, improves fluency.
- Rereading and modeling increase comprehension more than they increase fluency.