Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
ICLA Standard 5
| Question | Answer |
|---|---|
| The Section 504 regulations require a school district to provide a 'free appropriate public education' (FAPE) to each qualifed student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability | 504 Plan |
| Changes in the curriculum, instruction, or testing format or procedures that enable students with disabilities to participate in a way that allows them to demonstrate their abilities rather than disabilities | Accommodation |
| Changes to curriculum, instruction, or assessments that enable a student with a disability that signifcantly impacts performance an opportunity to participate. | Adaptation |
| Ability to read words quickly and accurately and read at a sufficient rate to support comprehension | Accurate and Fluent Word Recognition |
| 1. The principle that letters are used to represent individual phonemes in the spoken word 2. Representing the sounds of speech with a set of distinct symbols (letters), each denoting a single sound | Alphabetic Principle |
| The act or process of gathering data in order to better understand the strengths and needs of student learning | Assessment |
| Any item, piece of equipment, software, app, or extension that is used to support the individual functional needs of a student | Assistive Technology |
| Automatic accurate word recognition when reading | Automaticity |
| the process of simultaneously extracting and constructing meaning through interaction and involvement with written language; involves the reader, the text, and the activity or purpose all situated within the sociocultural context | Comprehension |
| Ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also the act of deciphering a new word by sounding it out. | Decoding |
| Difficulty pronouncing, remembering, or thinking about the individual speech sounds that make up words | Deficit in Phonological Component |
| A form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction | Diagnostic Assessment |
| An approach to teaching in which educators actively plan instruction aligned to students' learning diferences. | Differentiated Instruction |
| A specifc learning disability in reading that is neurobiological in origin, characterized by "difculties with accurate and/or fuent word recognition and by poor spelling and decoding abilities | Dyslexia |
| The condition of impaired letter writing by hand, that is, disabled handwriting. | Dysgraphia |
| To write or spell a word; Ability to translate a word from speech to print | Encoding |
| Practices in teaching backed by high-standard, quality research and scientific studies that have been replicated with positive outcomes | Evidence-based practices |
| Use of the set of mental skills including working memory, fexible thinking, and self-control; controlled by the frontal lobe of the brain | Executive Function |
| Concepts are clearly explained and skills are (directly) modeled, without vagueness or ambiguity | Explicit Instruction |
| Accurate reading of connected text at a conversational rate with appropriate prosody | Fluency |
| This law makes available a FAPE to eligible children with disabilities throughout the nation | IDEA 2004 |
| A program that is developed to ensure a child with an identifed disability as defned by law is receiving specialized instruction and appropriate related services such as accommodation and/ or modifcation. | IEP |
| The process of making meaning from what we hear. This includes listening vocabulary, background knowledge, and attention. | Listening process |
| Smallest meaning units of language that contains both sound and meaning linguistic entities that may be whole words, parts of words, or single phonemes | Morpheme |
| The study of the structure and forms of words, including derivation, infection, and compounding | Morphology |
| The desire to attain an objective or goal. May be influenced by both extrinsic and intrinsic factors | Motivation |
| The use of more than one of the visual, auditory, kinesthetic-tactile, and/or articulatory motor strategies to enhance memory and learning of written language | Multisensory/Multimodal |
| A comprehensive multi-tiered system of support that includes both behavioral and academic support systems. | Multi-Tiered System of Support (MTSS) |
| Connections in the brain enabling signals to be sent from one region to another | Neural Pathway |
| While the neurological origin of dyslexia in an individual is presumed, it is not necessary to require medical assessments including neurological, neuropsychological, or neuroimaging to identify dyslexia | Neurological origin |
| the writing system of a language - specifcally, the correct sequence of letters, characters, or symbols | Orthography |
| 1) The smallest unit of sound in a word 2) Phonemes are described by their position in a word | Phoneme |
| Phonemic awareness is often assessed by the ability to tap or count every sound heard in a word, to verbally blend individual sounds into a word, to manipulate sounds to manipulate syllables and to produce rhymes | Phonemic Awareness |
| The systematic relationship between letters and sounds in a written alphabetic system | Phonics |
| The awareness that spoken language is composed of separate words that make sure sentences and that words are made up of syllables | Phonological Awareness |
| An assessment system used to assess students' academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction | Progress Monitoring |
| The ability to orally read text expressively, with appropriate pacing, phrasing, and intonation | Prosody |
| Instructional approaches that have been identified through research as being effective at increasing student learning | Research-based-instruction |
| A multi-tiered approach used by educators to help identified and support students who are struggling with a skill. | Response to Intervention (RTI) |
| "A neurobiological-based processing disorder leading to difculties in acquiring knowledge and skills to the level expected of those of the same age and ability" | Specific Learning Disability (SLD) |
| Ability to read unknown words by using phonics and syllable patterns and to spell words accurately according to the English language system | Spelling and Decoding Abilities |
| Instructional techniques (scaffolds) used to develop and strengthen student's skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing to become independent, strategic readers and writers. | Strategies |
| "An approach to teaching students the structure of the English language using direct and explicit instruction in a systematic and cumulative manner, including diagnostic teaching of the essential components of language and reading" | Structured literacy |
| A word or part of a word pronounced as a unit; Units of spoken language that consist of a vowel that may be preceded and/or followed by several consonants.Syllables are units of sound and can often be detected by paying attention to movements of the mouth | Syllable |
| There are six common types of syllables: closed, VCs (long vowel-consonant-final e), open, vowel team/vowel combination, r-controlled, consonant +le (final stable syllable) | Syllable Types |
| Rules for a language consistently used to put words together in grammatically-correct sentences | Syntax |
| Teaching a set of sound/spelling relationships in a clearly defined and purposefully selected logical instructional sequence that follows the logical order of language | Systematic Instruction |
| Universal. Student performance is at or above grade level, requiring core instruction | Tier 1 of instruction |
| -Strategic. Student performance near (but still below) grade level, requiring a moderate amount of intervention support. | Tier 2 of instruction |
| Intensive. Student performance that is well below grade level and which indicates a need for a high level of intervention support | Tier 3 of instruction |
| A short, easy-to-administer assessment used to identify students who may be at risk for learning diffculties | Universal Screener |
| The ability of a brain to hold and work with small amounts of information while performing cognitive tasks, before the information is either transferred to long-term memory or dismissed | Working Memory |
Created by:
user-1958101
Popular Standardized Tests sets