In this article, the authors revisit the common practice of small-group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs--a focus on…

This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within…

Offers a response to a beginning teacher's question concerning grouping children for instructional purposes. Offers five factors to consider when planning to use groups in the classroom. (MG)

Describes three patterns of literature-based reading instruction blending different aspects of instructional format and literature selection: teacher-selected literature in teacher-led groups; teacher-and student-selected literature in teacher- and student-led small groups; and student-selected literature read independently. Emphasizes combining…

Suggests that appropriate, differentiated reading programs are essential for the academic growth of gifted readers. Describes a program that challenges gifted and highly able readers through the use of curriculum compacting, content modifications, and process modifications. (RS)

Research shows that teachers prefer to teach the better readers, despite the fact that most teachers say they show no favoritism. (RB)

Describes how sharing students' writing in small groups is a good alternative to sharing writing with the whole class. Provides "Author's Circle" guidelines to clarify group procedures. (MM)

Discusses text sets as a way of grouping children to teach reading. Discusses what text sets are, why to use them, and how they are used. Suggests five steps for using text sets. Offers a list of six sample text sets of books on six different topics appropriate for use in first grade. (SR)

Describes the collaborative listening-viewing guide, a lesson framework for promoting students' visual literacy. Notes that an important feature of the guide is the use of flexible grouping, where students are encouraged to share what they see and recall, to contribute their personal experiences, and to build more elaborated constructions of…

Suggests eleven ways to increase the cohesiveness of a group and five ways to decrease lack of cohesiveness among group members. (TO)

Illustrates how teachers can use flexible grouping to help all children experience success in reading and writing. Notes that, because flexible grouping is relatively new, more research will need to be conducted to further clarify its strengths and weaknesses. (PRA)

Suggests grouping by social patterns as well as ability patterns. (MKM)

Offers an example of how to use flexible reading groups to attain the greatest level of student achievement. (FL)

Answers questions from two teachers who are apprehensive about practices concerning basal reading instruction which they are asked to implement in their schools. (MG)

Looks at a linguistic study that investigated children's communicative competence within the classroom setting. (FL)