Abstract
AbstractThe purpose of the study was to compare two types of classroom organizations for reading instruction to determine if there were significant differences in reading achievement and reading class attitude between the experimental group, which used a flexible plan for grouping for reading instruction and the control group, which used a 3-group achievement plan for grouping for reading instruction. No significant difference was found. It was concluded that the 3-group achievement plan did as well as the flexible grouping plan and less time was needed for planning and implementation.
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