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Study 1 used teacher interviews and classroom observations to examine teachers' perceptions and practices for grouping for reading instruction; Study 2 examined the impact of these grouping practices on the academic progress, social progress, and attitudes about reading of students representing a range of achievement levels, including students with learning disabilities. Results indicated that, overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time.<\/jats:p>","DOI":"10.1177\/002221940003300508","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"477-488","source":"Crossref","is-referenced-by-count":51,"title":["Grouping for Reading Instruction"],"prefix":"10.1177","volume":"33","author":[{"given":"Jeanne Shay","family":"Schumm","sequence":"first","affiliation":[{"name":"Department of Teaching and Learning at the University of Miami"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sally W.","family":"Moody","sequence":"additional","affiliation":[{"name":"University of Miami"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sharon","family":"Vaughn","sequence":"additional","affiliation":[{"name":"University of Texas at Austin"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2000,9,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.72.3.371"},{"key":"atypb2","first-page":"73","author":"Allington, R.","year":"1996","journal-title":"International Reading Association"},{"key":"atypb3","volume-title":"Becoming a nation of readers: The report of the commission of reading","author":"Anderson, R.C.","year":"1985"},{"key":"atypb4","unstructured":"Barr, R. 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