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Tyler Pollock Ch.6
Chapter 6
| Term | Definition |
|---|---|
| minimal brain injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury; the term is not as popular as it once was, primarily because of its lack of diagnostic utility. |
| IQ-achievement discrepancy | Academic performance markedly lower than would be expected on the basis of a student's intellectual ability. |
| must not require | ask kiley about |
| must permit | ask kiley about |
| 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 adaptation 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 spectroscopy (fMRS) | An adaptation 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. |
| positron-emission tomography (PET) scans | A computerized method for measuring bloodflow in the brain; during a cognitive task, a low amount of radioactive dye is injected in the brain; the dye collects in active neurons, indicating which areas of the brain are active. |
| event-related potentials (ERPs) | The brain's 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. |
| heritability studies | A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical twins versus fraternal twins. |
| toxins | Poisons in the environment that can 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. |
| syntax | The way words are joined together to structure meaningful sentences; grammar. |
| semantics | The study of the meanings attached to words and sentences. |
| phonology | The study of how individual sounds make up words. |
| pragmatics | The study within psychlinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics. |
| dyscalculia | Specific learning disabilities in mathematics. 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 disabilities. |
| 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 a 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 & arousal levels, & analysis of problems & communication of problem solutions to others; delayed or impaired in people with ADHD. |
| self-regulation | Refers generally to a person's ability to regulate his or her own behavior; an area of difficulty for persons who have intellectual disabilities. |
| metacognition | One's understanding of the strategies available for learning a task & the regulatory mechanisms needed to compete the task. |
| 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 disabilities. |
| nonverbal learning disabilities | A term used to refer to individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, & tactual tasks. |
| locus of control | People with an internal locus of control believe that they are the reason for success or failure, wheras people with an external locus of control believe that outside forces influence how they perform. |
| learned helplessness | A motivational term reffering to a condition in which a person believes that no matter how hard he or she tries, failure will result. |
| cognitive training | A group of training procedures designed to change thoughts or thought patterns. |
| self-instruction | A type of cognitive training technique that requires individuals to talk aloud & 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. |
| scaffolded insruction | Teachers provide assistance to students when they are first learning tasks. and then gradually reduce assistance so that eventually students do the tasks independently. |
| Science of Reading | Knowledge of how to effectively teach reading based on 40 years of converging evidence from research; supports the explicit & systematic teaching of phonological awareness, decoding, fluency, vocabulary, & comprehension. |
| repeated readings | Students repeatedly (several times a week) read the same short passages aloud until they read at an appropriate pace with few or 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 line, circles, & boxes to organize information. |
| mnemonics | The use 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 & math; emphasizes drill & practice & immediate feedback; lessons are precisely sequenced, fast-paced, & well-rehearsed by the teacher. |
| task analysis | The precedure 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 skill as directed by their teacher. |
| peer-assisted learning strategies (PALS) | Involves the pairing of a higher performing student with a lower performing student, with the pairs then pearticipating in highly structured tutoring sessions. The students take turns being the "coach" (tutor) and the "reader" (tutee). |
| 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 recieving a fluency intervention. |
| expected growth norms | Used with CBM; the rate at which the average student is 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 student read progressively more difficult series of word lists & passages; the teacher notes the difficulty level of the material read & the types of errors the students makes. |
| transition plan | A plan defined in a student's IEP that specifies the student's goals & services related to transitioning from high school to post-high school experiences. |
| summary of performance (SOP) | designed to provide a summary of relevant information, such as assessment reports; accommodations that have been provided; & recommendations for future accomodations & support services for use in employment, training, or post secondary schooling. |
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