Noting that there is more to grouping readers than the traditional grouping by ability, this book describes a variety of grouping patterns and ways to implement them throughout the elementary grades. It notes that flexible grouping allows teachers to address diverse classrooms with diverse needs and examines research on grouping practices in…

Discusses a report in which eight dyslexic, eight mentally disabled, and eight normal readers were asked to rank nine qualities both of their classroom teacher and of an ideal teacher. Discovers that comparisons of ideal and actual teacher ratings within each group demonstrated significant concordance for the normal and disabled groups, but not…

Presents results from 2 British studies relating preschool reading skills and reading attainment reached by age 11. Substantiates and extends earlier research that correlated early letter identification with reading ability at age seven. Also indicates no support for hypothesis that letter sounding rather than naming predicts subsequent reading…

To examine how classroom conditions such as students' mean aptitude, materials used, and instructional time influence the amount of reading material covered, 12 first grade classrooms were each observed for 12 days over a 36-week period. Students' reading readiness and word recognition skills were tested prior to observation while group mean…