Many of the programs used phonics-based teaching and/or one or more of the following: cooperative learning, technology-supported adaptive instruction (see Educational technology), metacognitive skills, phonemic awareness, word reading, fluency, vocabulary, multisensory learning, spelling, guided reading, reading comprehension, word analysis, structured curriculum, and balanced literacy (non-phonetic approach). Significantly, table 5 (pg. 88) shows the mean weighted effect sizes of the programs by the manner in which they were conducted (i.e. by school, by classroom, by technology-supported adaptive instruction, by one-to-small-group tutoring, and by one-to-one tutoring).