Phrase drill, listening passage preview, and repeated reading are instructional methods that have been effective in improving reading accuracy and fluency. However, little research has examined these techniques' effects on prosody and retell. This study did so using a modified alternating treatments design. Four students who recently completed their second grade year and experienced reading risk participated. We found that results varied across students. We found that for some students, methods of incorporating repeated practice and modeling were superior to an error correction method at improving retell fluency; however this finding was not evident among other students. There were minimal differences between interventions for the prosody outcome across students. However, all students improved on their prosody levels from initial to final readings across all intervention conditions. Implications of the utility of incorporating modeling and practice in reading instruction, examining differential effects of interventions on student performance, and improving reliability of retell fluency and prosody measures are discussed.