The past 10 years have seen big gains in our understanding of the nature of LD, especially in reading, and our knowledge about effective instruction for students with reading difficulties and disabilities. At the same time, students with disabilities were more integrated into general education, and increasingly taught the same curriculum and conducted by the same standards as students without disabilities. (Freeman, 2000) In addition, there is growing awareness that traditional methods of identifying students with LD using a discrepancy between the performance on tests of intelligence and achievement are not valid. These three factors have contributed to fundamental changes in the role of special teacher education, character education and intervention provided to students with learning difficulties, and the relationship between general and special education. (Eskey, 1994)
Review of Literature
Three reading level model is designed to provide decision-making framework to assist school districts in meeting the needs of all students and reducing the number of students with reading difficulties. Through professional development, use basic reading programs based on research, reading, and comprehensive assessments, I-level instruction should allow 70 to 80 percent (or more) of the students to get on track as a successful reader. Intensive, focused intervention is carried out in Tier II and Tier III students identified as at risk for reading difficulties. The lowest 20 to 30 percent of students may be required Tier II, and from 3 to 10 percent of students may need more intensive intervention Tier III. (Vaughn, 2006)
'Top-down' approaches to reading emphasize the role of searching for 'meaning' rather than the role of 'code-breaking' in the initial teaching of reading. Model of children's reading mostly made up of educational, leisure, business, educational and reading "for the soul." Training sometimes referred to as learners. It runs on the instructions of teachers and is according to research nearly half of all students reading repertoire. With regard to the doctrine even though the task "teaching with enthusiasm, but the school, primarily labor, volitional effort, and responsibility. These requirements apply to the reading program literature. There are a lot depends on the generated the child's habits of intellectual work, their attitude toward learning in general. Supporting the enthusiasm of a child to learning, we support thereby and its software reading. (Coltheart, 1993)
Literature, a member of the school curriculum - it works in a selected time with best examples. Energizing force of artistic images empathy with the child, this literature is able to influence him morally and aesthetically, to awaken in him the good and radiant feelings. Makes its study only one thing: her job and were escorted questions requiring textual analysis. (Dixon, 1993) Fear of something is to understand, wrong answer, not guess what the teacher expects of students, inhibits the full reading, deprives a child of the pleasure of communicating with the book. The very fact that the inclusion of works in the school curricula are often deterred from his ...