This paper discusses how to group students for reading instruction. The paper first considers the reasons for heterogeneous grouping, where there are mixed levels of reading achievement among the students in the classroom. It then discusses some weaknesses in advocating heterogeneous grouping. There are individualized plans for reading instruction which do not matter if heterogeneous or homogeneous grouping is used in the classroom, such as personalized reading and programmed reading. It also includes basal reader use in that category. The paper stresses that a forward-looking reading program moves from where a student is presently achieving to some more ideal level of achievement. It cites several things to look out for in the reading curriculum so that students can achieve optimally. (Contains 11 references.) (NKA)