Leveled reading groups vs. Other grouping methods
What do research and data have to say about using leveled texts and grouping vs. other grouping strategies?
For decades, elementary classroom teachers attempted to meet the broad literacy needs of their students by using leveled reading groups. Teachers would begin by assessing and grouping students with similar achievement levels and providing guided instruction in leveled books based on their instructional levels. This method may sound familiar and is a sound way to meet students “where they are” according to their present level of performance. However, Sarah Schwartz (2023) shares that mounting evidence suggests this practice does not improve struggling students’ reading skills. Dividing students into low- and high-achieving groups widens the gap for struggling readers.
Research indicates that leveled reading groups are ineffective; but the finding does not mean all grouping methods should be abandoned (Schwartz, 2023). Students have a variety of strengths and weaknesses in specific skill areas that should be addressed and may be targeted in a skill-based, flexible grouping. However, students who assess similar reading levels may not share the same skill needs. Research suggests that assessing and identifying specific skill deficits, such as decoding, fluency, vocabulary, and language comprehension, while pairing this data with teacher observations, can allow grouping students with similar skill needs, and providing instruction for these specific weaknesses can be effective (Schwarz, 2023). These groups are flexible because students move between groups that address their individualized needs. Vaughn’s research finds that mixed-ability groups are optimal for some tasks. Small group discussions after listening to a read-aloud together provide an opportunity for discussions and to bring different shared perspectives (Schwartz, 2023).
Tim Shanahan, Ph.D., distinguished Professor Emeritus at the University of Illinois at Chicago, published research on this topic in his new book (available September 2025), Leveled Readers, Leveled Lives. His work provides a comprehensive critical analysis of leveled reading groups and their ineffectiveness. Shanahan offers evidence-based alternatives and writes about how educators must instead use grade-level reading to maximize learning gains (Amplify, 2025).
Take time to explore the resources linked below for additional information. This list includes a podcast with Dr. Tim Shanahan, sponsored by Amplify: The Science of Reading Podcast, ahead of the release of his new book.
Resources
Harvard Education Press. (2025). Leveled reading: Leveled lives.
Schwartz, S., (2023). Classroom reading groups: What works and what doesn’t. Education Week.
References
Schwartz, S., (2023). Classroom reading groups: What works and what doesn’t. Education Week.
For more information, contact Diane Lewis ([email protected]), Program Specialist, T/TAC at VCU.
Categories Inclusive Practices, Reading