Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using library books for individualized reading, multi-age grouping, grouping in transition rooms, team teaching and grouping, the self-contained room, grouping in non-graded schools, open education procedures, and departmentalization. According to the paper, there are definite advantages for each plan of grouping students for instruction--thus (1) basal textbooks have a manual (which may be used flexibly) to provide suggestions for instruction; (2) individualized reading, developmentally, is based on students choosing what they like to read; (3) multi-age grouping might assist students to learn to work together with younger as well as older individuals; (4) transition rooms aid students to receive instruction which helps them to "catch up" with others in the same classroom; (5) team teaching emphasizes students working in whole class, small groups, and individual endeavors; (6) the self-contained classroom provides a plethora of opportunities to stress integration of subject matter; (7) the nongraded school emphasizes students achieving continuous progress; (8) open education stresses student achievement in decision making; and (9) departmentalization stresses teachers teaching in their area of subject matter specialization. Contains 13 references. (NKA)