This study was conducted to investigate the comparative effects of homogeneous versus heterogeneous ability grouping on the reading achievement of slow learners in the first two elementary grades. Pretest and posttest scores obtained on the Metropolitan Reading Readiness Tests indicated that the type of grouping had no effect on the reading readiness achievement of slow learners. However, some differences between the two groups were noted, and further research using a larger sample and supplementary reading materials, and having more time allotted for the research, may result in significant findings. (Author/WP)