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Chapter 6
Learners with learning disabilities
| Term | Definition |
|---|---|
| Minimal Brain Injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury. |
| IQ- achievement discrepancy | Academic performance markedly lower than would be expected on the basis of a student's intellectual ability. |
| Magnetic Resonance imaging (MRI) | A neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain; used to pinpoint areas of the brain that are dysfunctional. |
| Functional Magnetic Resonance imaging (FMRI) | An adaption of the MRI used to detect changes in the brain while it is in an active state, unlike a PET scan, it does not involve using radioactive materials. |
| Functional Magnetic Resonance imaging spectroscopy (FMRS) | An adaption of the MRI used to detect changes in the brain while it is in an active state; unlike PET scan, it does not involve using radioactive materials. |
| Positron-emission tomography (PET) scans | A computerized method for measuring blood flow in the brain. |
| Event-related potentials (ERPs) | The brains response resulting from a specific sensory, cognitive, or motor event. |
| Electroencephalograph (EEG) | A method of measuring the electrical activity of the brain. |
| Left temporal Lobe | An area on the left side of the brain; neuro-imaging studies indicate it is responsible for speech, language, and reading abilities and is dysfunctional in persons with reading disabilities. |
| Familiality studies | A method of determining the degree to which a given condition is inherited; looks at the prevalence of the condition in relatives of the person with the condition. |
| Toxins | Poisons in the environment that ca cause fetal malformations; can result in cognitive impairments. |
| Phonological recoding | Unraveling the individual sounds of a word and then blending them together to say the word. |
| Dyslexia | A team for reading disabilities; used more often by those in the medical profession than those who are educators. |
| Dysgraphia | Inability to write coherently, as a symptom of a neurological condition or as an aspect of a learning disability. |
| Syntax | The way words are joined together to structure meaningful sentences; grammar. |
| Semantics | The study of the meaning of words attached to words and sentences. |
| Phonology | The study of how individual sounds make up words. |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics. |
| Dyscalculia | Specific learning disabilities in mathematics, not all mathematics disabilities are alike, individuals with dyscalculia may have difficulty with number sense, math computation, problem solving, etc. |
| Attention deficit hyperactivity disorder (ADHD) | A condition characterized by severe problems of inattention, hyperactivity, and / or impulsivity; often found in people with learning disability. |
| Working Memory (WM) | The ability to remember information while also performing other cognitive operations. |
| Retrieval of information from long-term memory (RLTM) | In contrast to short-term memory, which involves remembering something occurring just few seconds ago, long-term memory involves remembering something longer ago; the length varies from one study to the next from only about a minute to several decades. |
| Executive Functioning (EF) | The ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others; delayed or impaired in people with ADHD. |
| Self-regulation | Refers generally a person's ability to regulate his or her own behavior; an area of difficulty for persons who have intellectual disabilities. |
| Comprehension monitoring | The ability to keep track of one's own comprehension of reading material and to make adjustments to comprehend better while reading, often deficient in students with learning disability. |
| Nonverbal learning disabilities | A term used to refer to individuals who have a cluster of disabilities in social interaction, math, visual spatial tasks, and tactual tasks. |
| Locus of control | A motivational term referring to how people explain their successes or failures; people with an internal locus of control believe that they are the reason of success or failure, whereas people with an external locus of control believe that outside forces. |
| Learned helplessness | A motivational term referring to a condition in which a person believes that no matter how hard he or she tries failure will result. |
| Self-instruction | A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems. |
| Self-monitoring | A type of cognitive training technique that requires individuals to keep track of their own behavior. |
| Scaffold instruction | Teachers provide assistance to students when they are first learning tasks and then gradually reduce it so that eventually students do the tasks individually. |
| Science of reading | Knowledge of how effectively teaching reading based on 40 years of converging evidence from research. |
| Repeated readings | Students repeatedly read the same short passages aloud until they read at an appropriate pace with few to no errors. |
| Content enhancement | The modification of curriculum materials to make them more salient or prominent, e.g., graphic organizers and mnemonics. |
| Graphic organizers | A way of enhancing content with visual displays using lines, circles, and boxes to organize information. |
| Mnemonics | The used of memory-enhancing cues to help one remember something; techniques that aid memory, such as using rhymes, songs, or visual images to remember information. |
| Direct Instruction (DI) | A method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced, and well-rehearsed by the teacher. |
| Task analysis | The procedure of breaking down an academic task into its component parts for the purpose of instruction; a major feature of Direct Instruction. |
| Classwide peer tutoring (CWPT) | An instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills as directed by their teacher. |
| Peer-assisted learning strategies (PALs) | Based on research-proven best practices in reading, such as phonological awareness, decoding, and comprehension strategies. |
| Curriculum-based measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools. |
| Baseline data point | Used in CBM; the beginning score gathered before an intervention begins, e.g., the number of correct words per minute that a student reads before receiving a fluency intervention. |
| expected growth norms | Used with CBM; the rate at which the average students are expected to learn given typical instruction. |
| Aim line | Used in CBM; based on expected growth norms, a line drawn from the baseline data point to the anticipated end of instruction. |
| Informal reading inventory (IRI) | A method of assessing reading in which the teacher has the students read progressively more difficult series of word lists and passages; the teacher notes the difficulty level of the material read and the types of errors the student makes. |
| Transition Plan | A plan defined in a student's IEP that specifics the student's goals and services related to transitioning from high school to post-high school experiences. |
| Summary of performance (SOP) | Now required by federal law, schools must develop an SOP for each student with a disability as the student exits secondary school whether by graduating or exceeding the age eligibility. |
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