An Examination of Ability Grouping for Reading Instruction

Abstract

MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups. The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provided the framework for this examination. Finally, as a guide for future research and theory development, the paper presents a perspective on instructional-social contexts for reading instruction. This perspective emphasizes the need for identifying the role of different contexts in furthering various aspects of reading proficiency in children who vary in learning aptitudes.