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
Chapter 6
Learners with learning disabilities
| Term | Definition |
|---|---|
| IQ-achievement discrepancy | Comparison between scores on standardized intelligence and achievement tests. |
| Magnetic Resonance Imaging | Brain Imaging Technique that uses magnets and radio waves to create detailed pictures of the brains structure. |
| Functional Magnetic Resonance Imaging | MRI that shows which parts of brain are active by measuring blood flow. |
| Functional Magnetic Resonance Spectroscopy | Technique that measures chemical changes in brain during activity. |
| Position-Emission Tomography Scans | Brain imaging that uses a small amount of radioactive material to show brain activity. |
| Event-Related Potentials | Measured brain responses that are directly linked to specific thoughts or sensory events. |
| Electroencephalograph | Test that records electrical activity in brain using sensory placed on the scalp. |
| Left Temporal Lobe | Part of brain often involved in language understanding and processing sounds. |
| Familiality Studies | A certain condition such as learning disability occurs in a single family |
| Heritability Studies | Determining whether learning disabilities are inherited. |
| Toxins | Agents that can result in a host of problems like headache or poor memory etc. |
| Phonological Recoding | Students who are able to decode automatically will typically develop reading influence. |
| Syntax | Rules for arranging words into correct sentences. |
| Phonology | Study of speech sounds in a language. |
| Pragmatics | Use of language in social situations. |
| Attention Deficit Hyperactivity Disorder | Condition involving difficulty with attention and hyperactivity. |
| Dyscalculia | Learning disability that affects understanding of numbers and math concepts. |
| Working Memory | Ability to hold and use info in your mind for a short time. |
| Retrieval of Information from long term memory | Ability to recall stored info when you need it. |
| Executive Functioning | Skills that help with planning, organizing, focusing, and completing tasks. |
| Self-Regulation | Ability to control emotions, behavior, and attention. |
| Metacognition | Being aware of how you learn and solve problems. |
| Comprehension Monitoring | Checking to see if you understand what you are reading and learning. |
| Nonverbal Learning Disabilities | Disorder that affects visual, motor, and social skills more than verbal skills. |
| Learned Helplessness | Someone believes they cannot succeed because of repeated failures and stop trying. |
| Locus of Control | Persons belief about success/failure is caused by their own actions or outside forces. |
| Cognitive Training | Practice activities designed to improve thinking skills like memory or attention. |
| Self-Instruction | Talking yourself through steps of a task to guide your behavior. |
| Self-Monitoring | Keeping track of your own behavior or progress. |
| Scaffolded Instruction | Teaching that provides support at first and gradually removes it as student becomes more independent |
| Science of Reading | Research based understanding of how people learn to read, including phonics, fluency, vocab, and comprehension. |
| Repeated Readings | Reading same passage multiple times to improve influence and understanding. |
| Content Enhancement | Teaching strategies that make content clearer and easier to understand. |
| Graphic Organizers | Visual tool to help organize information. |
| Mnemonics | Memory aids that help remember information. |
| Direct Instruction | Structured teaching method with clear steps and guided practice. |
| Task Analysis | Breaking a skill or task into smaller step by step parts to make it easier to teach or learn. |
| Claaswide-Peer Tutoring | Teaching strategy where students work in pairs and take turns being the tutor and learner. |
| Peer-assisted learning staategies | Peer tutoring approach where students work together using specific reading or math activities. |
| Baseline data point | First measurement of a student's performance before instruction or intervention begins. |
| Expected Growth Norms | Average progress students are expected to make over a certain period of time. |
| Aim Line | Line on a progress-monitoring graph that shows the target level of performance over time. |
| Informal Reading Inventory | Assessment used to determine a student's reading level, strengths, and weaknesses. |
Created by:
Joy Pack