Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed to identify whether the amount and mode of assigned contextual reading differed systematically between "good" and "poor" reading groups. Analyses indicated that groups comprised of good readers read more total words and more words silently than did groups composed of poor readers at all grade levels. At grade levels 1 and 5, however, poor readers read more words orally than did good readers. The pacing of instruction was different within grade levels, with the good reader groups progressing at a faster pace through assigned materials. Poor readers seemed to be moving at a pace more closely approximating that of the younger better readers than that of their age-matched peers. The findings suggest that while teachers allocate the same amount of time for reading instruction to both poor and good readers, the good readers are allowed to cover much more material in that time. (FL)