This digest summarizes research on methods of student grouping in reading instruction other than whole-class instruction and ability grouping. Peer tutoring and reciprocal-role tutoring have been demonstrated to be effective for students with learning disabilities because they are allowed to be either tutors or tutees. Cross-age tutoring has been found to be particularly effective for the older tutors, including tutors with disabilities. Small learning groups (groups of three to four students) have been found to be more efficient than larger groups of five to seven students, but most of these studies have not included students with disabilities. Finally, a combination of grouping formats offers promise for teaching students with disabilities in inclusive settings. (DB)