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chapter 6
| Term | Definition |
|---|---|
| Learning Disability (LD) | lack of academic process |
| minimal brain injury | individuals who show behavioral but not neurological sign of Brain injury |
| law must not require | use of severe discrepancy between intellectual ability and achievement |
| states must permit and must not | must permit use of RTI, must no permit severe discrepancy between intellectual ability and achievement |
| Magnetic Resonance Imaging (MRI) | sends magnetic radio waves through the head and creates cross-sectional images of the brain |
| Functional magnetic resonance imaging (fMRI) | adaptations of MRI, detect brain changes activity and while a person is engaged in a task, such as reading |
| functional magnetic resonance spectroscopy (fMRS) | adaptations of MRI, detect brain changes activity and while a person is engaged in a task, such as reading |
| positron emission tomography (PET) scans | like FMRI, but used while the person is performing a task. The subject is injected with a substance containing a low amount of radiation which collects in active neurons |
| event related potentials (ERPs) | Measure the Brian's response to perceptual and cognitive processing. They result from the administration of an electroencephalograph (EEG) |
| electroencephalograph (EEG) | noninvasive painless diagnostic test , metal electrodes to the scalp |
| left temporal lobe | cerebral hemisphere division located behind left ear, processing language, verbal memory, and understanding spoken and written information |
| familiality studies | examine the degree to which a certain condition such as learning disability occurs in the family |
| heritability | compare the prevalence of learning disabilities in twins or genes |
| Reading Disabilities | lack in phonological awareness, vocabulary, and comprehension |
| Phonological recoding | break down a word into its individual sounds and then blend them together to sat the whole word |
| written language | handwriting, spelling, and composition |
| spoken language | social languages |
| syntax | grammar |
| phonology | the ability to break down words into they component sounds and blend individual sounds together to make words |
| semantics | word meanings |
| pragmatics | social uses of language |
| dyscalculia | learning disability in mathematics |
| attention deficit hyperactivity disorder (ADHD) | unable to stick to one task for a very long time, failing to listen to others, talking nonstop, blurting out the first things on their minds, and being generally disorganized in planning their activities in and out of school |
| working memory (WM) | ability to hold information for a short period of time to use it to solve a problem |
| Retrieval of information from long-term memory (RLTM) | ability to hold information for a short period of time for long term memory |
| Executive functioning (EF) | cognitive process that are necessary to control and regulate one's behavior |
| Self regulation | cognitive process that are necessary to control and regulate one's behavior |
| comprehension monitoring | abilities used while one reads and attempts to comprehend textual material |
| nonverbal learning disabilities | individuals who exhibit constellation of behaviors |
| locus of control learned helplessness | external rather than internal, lack of fate |
| self instruction | make students aware of various stages of problem solving tasks while they perform them and bring behavior under verbal control |
| self monitoring | students keep track of their own behavior, often through us oof tow components: self evaluation and self recording |
| scaffolded instruction | teachers provide assistance to students when the are first learning tasks |
| instructional approaches for reading | best practices for students |
| science of reading | knowledge of how to effective teach reading based on 40 years of converging evidence from research conducted by educators etc, on reading process |
| repeated readings | several repeats of the same short passages aloud until they are reading at an appropriate pace with few or no errors |
| content enhancement | a way of making materials more salient or prominent |
| graphic organizers | visual devices that employ lines or linear sequences |
| mnemonics | using pictures or words to help remember information |
| Direct instruction (DI) | focuses on details of the instructional process |
| Task analysis | breaking down academic problems into their component parts so that teachers can teach the parts separately then teach the students to put the parts together in order to demonstrate the larger skill |
| classwide peer tutoring (CWPT) | students who are taught by peers who are trained and supervised by classroom teachers |
| peer assisted learning strategies (PALS) | teachers pair students |
| curriculum based measurement (CBM) | teachers administer other forms of informal assessments to monitor students progress and make instructional decisions |
| baseline data point | information used to calculate progress toward a specific goal |
| excepted growth norms | teacher establishes a goal for the student and creates an aim line on a graph |
| aim line | depicts where the student should be performing at given point in time |
| informal reading inventory (IRI) | a series of reading passages or word lists graded in order of difficulty |
| transition plan | federal law requires that schools develop a summary of performance |
| summary of performance (SOP) | for individual students with a disability as they exit secondary school, whether by graduating or exceeding the age of eligibility |
| IQ achievement discrepancy | a comparison between scores on standardized intelligence and achievement tests |
| toxins | agents the can result in a host of problems such as headaches, poor memory, and intellectual disability |
| metacognition | a students ability to think about his own thinking and is critical to learning, memory, and academic achievement |
Created by:
jhugleycampbell
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