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Ch. 6
| Term | Definition |
|---|---|
| Aim Line | The goal line showing how fast a student should improve. |
| Attention Deficit Hyperactivity Disorder (ADHD) | A disorder involving trouble with attention, hyperactivity, and impulsive behavior. |
| Baseline Data Point | The starting score before teaching begins. |
| Classwide Peer Tutoring (CWPT) | Students take turns teaching each other in class. |
| Cognitive Training | Teaching students how to think better and use strategies. |
| Comprehension Monitoring | Checking yourself to see if you understand what you read. |
| Content Enhancement | Using tools and visuals to make content easier to understand. |
| Dyscalculia | A math learning disability (affects a person’s ability to understand numbers and math concepts) |
| Electroencephalograph (EEG) | A test that measures brain waves. |
| Event-Related Potentials (ERPs or Evoked Potentials) | Brain reactions to specific events measured by EEG. |
| Executive Functioning (EF) | Brain skills for planning and self-control. |
| Expected Growth Norms | The normal amount of progress students should make. |
| Functional Magnetic Resonance Imaging (fMRI) | A brain scan that shows activity during tasks (measures brain activity by detecting changes in blood flow while a person performs tasks.) |
| Functional Magnetic Resonance Spectros-Copy (fMRS) | A scan that looks at brain chemistry (measures chemical changes in the brain to understand how it functions.) |
| Graphic Organizers | visual tools (like charts or maps) that help students organize information. |
| Heritability Studies | Studies that look at how traits are passed down. |
| Informal Reading Inventory (IRI) | A test to check reading level and comprehension skills. |
| Intensive Instruction in Reading and Math | Extra strong, focused teaching for struggling students. |
| IQ-Achievement Discrepancy | When ability is much higher than school performance. |
| Learned Helplessness | Giving up because you think you can’t succeed (students believe they have no control over success and stop trying) |
| Left Temporal Lobe | involved in language processing and understanding speech. |
| Locus of Control | whether a person believes outcomes are controlled by themselves (internal) or outside forces (external). |
| Magnetic Resonance Imaging (MRI) | detailed images of brain structures using magnetic fields. |
| Metacognition | thinking about your own thinking, including planning and evaluating learning strategies. |
| Minimal Brain Injury | Old term used to describe unexplained learning and behavior difficulties thought to be caused by subtle brain damage. |
| Mnemonics | memory aids that help students remember information through patterns or associations. Memory tricks. |
| Nonverbal Learning Disabilities | A condition involving difficulties with visual-spatial, social, and nonverbal skills despite strong verbal abilities. |
| Peer-Assisted Learning Strategies (PALS) | a structured peer tutoring program where students practice reading or math skills together. |
| Phonological Recoding | sounding out words by connecting letters to sounds. |
| Position-Emission Tomography (PET) Scan | measures brain activity by tracking a small amount of radioactive material in the bloodstream. |
| Pragmatics | the social rules of language use, like taking turns and understanding tone. |
| Relentless Progress Monitoring | Frequent and consistent tracking of student progress to quickly adjust instruction. |
| Repeated Readings | A strategy where students read the same passage multiple times to build fluency. |
| Retrieval of Information from Long-Term memory (RLTM) | The process of accessing stored knowledge from long-term memory when needed. |
| Scaffolded instruction | provides temporary support to help students learn new skills until they can do it independently. Step-by-step support that’s gradually removed. |
| Science of Reading | research-based evidence about how reading develops and how it should be taught. |
| Self-Instruction | A strategy where students guide themselves through tasks using self-talk. Talking yourself through a task. |
| Self-Monitoring | involves students tracking their own behavior or academic performance. Keeping track of your own progress. |
| Self-Regulation | the ability to control emotions, behavior, and attention to meet goals. Controlling yourself to reach goals. |
| Semantics | Semantics is the meaning of words and language. Word meanings. |
| Specific incentives & Parental Support | The use of clear rewards and encouragement from parents to improve motivation and achievement. Rewards and support from parents to boost success. |
| Summary of Performance (SOP) | A document provided when a student exits special education that summarizes academic achievement and functional performance. A report given after finishing special education. |
| Syntax | refers to the rules for arranging words into sentences. Sentence structure rules. |
| Task Analysis | breaks a complex skill into smaller, teachable steps. Breaking tasks into small steps. |
| Toxins | Harmful substances that can negatively affect brain development and learning. |
| Transition Plan | A required part of the IEP that outlines goals and services to help students move from school to adult life. Plan for life after high school. |
| Working Memory (WM) | the ability to hold and manipulate information in your mind for short periods. Short-term mental workspace. |
Created by:
Jarcher1
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