Key points are not available for this paper at this time.
Both general and special education teachers in the United States are faced with complex classroom ecologies (Speece & Keogh, 1996). The broadening range of cultural, linguistic, and academic diversity among students coupled with increasing class sizes poses a challenge for teachers in their efforts to provide appropriate reading instruction for all students. This challenge is particularly acute as teachers plan and implement instruction for students with disabilities for whom learning to read is very difficult. A variety of grouping formats, such as peer tutoring, have been offered as having promise for meeting individual needs within large, diverse classroom settings. However, the impact of these grouping formats on the development of reading skills for students with disabilities has not been determined. A synthesis of the research on grouping formats for reading instruction for students with disabilities is warranted, particularlyin light of recent reforms in special education and in grouping practices for reading instruction.
A Wed, study studied this question.