Primary school classrooms in developing countries often have large numbers of children at different stages of the learning process. In many nations, even by Grade 3, most children are already behind the grade level in reading and mathematics. In contrast to instruction in standard classroom settings, the TaRL approach assists instructors by creating groups of children at similar learning levels, allowing instruction to revolve around the current levels of the children, rather than a predetermined curriculum for the entire class. As children progress, the instructor reassesses and reassigns them to more advanced groups.