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Research Highlights
Research Related to Instructional Grouping

• The use of alternative grouping formats such as small groups and peer tutoring, supplemented with adequate resources, enhance reading skills to a greater degree than traditional reading instruction. The most effective approach to address reading problems is small interactive group instruction paired with one-on-one instruction rather than one-on-one instruction alone.

• Small groups are effective when teachers differentiate materials and instruction according to the needs of students in different groups.

• The use of a variety of instructional grouping strategies positively affects reading outcomes for students with learning disabilities. The varying levels of student-teacher contact inherent in these grouping techniques impacts upon student learning. Formats such as small, teacher-led groups, peer tutoring, and periodically changing the group format are effective.

• The role that a student plays within the tutoring pair can be related to the benefit that the student derives from the pairing experience. Some findings suggest that students (tutees) who were tutored by older students with disabilities are not as likely to benefit from the tutoring intervention. Also, students with disabilities who are weaker readers may not benefit as much from the tutoring relationship as stronger readers.

• Reciprocal tutoring activities for students with disabilities (alternately taking on the role of tutor and tutee) may allow them to derive the benefit to self-esteem that comes from taking on the tutoring role.

• The use of peer mediated instruction, another form of peer tutoring, can benefit students who understand the language of peers better than that of an instructor, but may have potential drawbacks when peer tutors aren't able to explain to tutees what cognitive processes they use as they read. The use of peer mediated instruction may also help to motivate students, increasing task persistence.

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