ills, and comprehension (Jitendra, Edwards, Starosta, & Sacks, 2004). Beyond these findings it is less clear what students need to increase reading skills. Chard et al. (2002) concluded that educators must determine aspects of reading instruction that are required to help learning disabled students acquire reading skills.
The problem is that research findings provide evidence that reading problems in elementary schools continue and a comprehensive understanding of the best practices to overcome these difficulties, particularly in special education students, have yet to be determined (Chard et al., 2002). A study is needed to determine what these best practices are and use findings to develop a best practices approach for literacy acquisition in specific learning disabilities classrooms
Specifically, this study must critically analyze previous literature, review current literacy programs, and determine special education teacher views of best practices for literacy instruction.
The No Child left Behind Act (NCLB) of 2001 resulted in a focus on increasing literacy in students (Stewart, 2004). NCLB led to changes in schools across the United States toward the inclusion of a literacy climate where teachers of young students must implement practices designed to help children read (Stewart, 2004). Teachers in Reading First schools are mandated to implement reading strategies designed to increase literacy (Stewart, 2004). NCLB states in Reading First schools, reading programs must be established and they must begin in kindergarten and last through the third grade. These programs must ensure that all students can read on or above their grade level by the end of the third grade, however what must be included in the programs remains unclear (Stewart, 2004). Stewart (2004) stated that literacy activities, as defined by NCLB recommendations, include a focus on: phonemic awareness, phonics, vocabulary, fluency, comprehension, and or...