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Kyndall Carroll Ch 6
| Term | Definition |
|---|---|
| Minimal Brain Injury | Individuals who show behavioral but not neurological signs of brain injury. |
| IQ-Acheivement Discrepancy | Comparison between scores on standardized intelligence and achievement tests. |
| MRI (magnetic resonance imaging) | neuro-imaging technology where radio waves are used to produce cross-sectional images of the brain; pinpoints areas of the brain that are dysfunctional |
| fMRI (functional magnetic resonance imaging) | Adaptation to the MRI that detects changes in the brain while it is active; Does not involve radioactive materials. |
| fMRS (functional magnetic resonance spectroscopy) | Adaptation to the MRI that detects changes in the brain while it is active; Does not involve radioactive materials. |
| PET (position-emission tomography scans) | Computerized method for measuring blood flow in the brain; during cognitive task, a low amount of radioactive dye is injected in the brain |
| ERPs (event-related potentials) | Brain's response resulting from a specific sensory, cognitive, or motor-event |
| Familiarity Studies | Examines the degree to which a certain condition occurs in a single family/ |
| Toxins | Agents that can result in a host of the problems (headaches, poor memory, and even intellectual disability). |
| Phonological Recording | Breaking words into their original sounds and blending them together to say the whole word. |
| Semantics | Word meanings |
| Syntax | Grammar |
| Phonology | The ability to break words into their component sounds and blend individual sounds together to make words. |
| Pragmatics | Common social uses of language. |
| Dyscalculia | Specific learning disability in mathematics |
| ADHD (attention deficit hyperactivity disorder) | Condition characterized by severe problems of inattention, hyperactivity, and/or impulsivity; often found in people with learning disabilities. |
| Working Memory (WM) | The ability to hold information in memory for a short period of time in order to use it to solve a problem. |
| RLTM (retrieval of information from long-term memory) | Remembering something from long ago. |
| Executive Functioning (EF) | Cognitive processes that are necessary to control and regulate one's behavior. |
| Self-Regulation | A person's ability to regulate their own behavior. |
| Metacognition | A student's ability to think about their own thinking. Critical to learning, memory and academic achievement. |
| Comprehension Monitoring | Abilities used while one reads and attempts to comprehend textual material. |
| Nonverbal Learning Disabilities | 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 | Individuals believe their lives are controlled by external factors such as luck or fate rather than intentional factors such as determination to ability. |
| Learned Helplessness | The tendency to give up and expect the worst because they think that no matter how hard they think no matter hoe hard they try, they will fail. |
| Cognitive Training | 1. Changing throughout processes 2. Providing Strategies for learning 3. Teaching Self-Initiative |
| Self-Instruction | Type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve. |
| Self-Monitoring | Students keep track of their own behavior through self-evaluation and self-recording. |
| Scaffolded Instruction | Teachers provide assistance to students when they are first learning tasks and gradually reduce assistance so students will eventually do the tasks independently. |
| Science of Reading | The knowledge of how to effectively teach reading based on 40 years of converging evidence from research conducted by educators, psychologists, and cognitive scientists on reading process. |
| Repeated Readings | Students repeatedly read the same short passages aloud until they are reading at an appropriate pace with few or no errors. |
| TREE | Topic Sentence Reasons Explain the reasons Ending |
| POW | Pick my idea Organize my notes Write and say more |
| Content Enhancement | Way of making materials more salient or prominent |
| Graphic Organizers | Visual devices that employ lines, circles, and boxes to organize information. |
| Mnemonics | Involve using pictures and/ or words to help remember information. |
| Classwide Peer Tutoring (CWPT) | 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 teachers. |
| Pear-Assisted Learning Strategies | Pairing a higher performing student with a lower performing student. Tutor |
| CBM (Curriculum Based Measurement) | direct and frequent samples of performance on items from the curriculum in which students are being instructed. |
| Baseline Data Point | Beginning score gathered before an intervention begins. |
| Expected Growth Norms | The rate at which the average student is expected to learn given typical instruction. |
| Aim Line | Based on expected growth norms, a line drawn from the baseline data point to the anticipated end of instruction. |
| IRI (informal reading inventory) | A series of reading passages or word lists graded in order of difficulty |
| Transition Plan | Plan in student's IEP that specifies the student's goals and services related to transitioning from high school to post-high school experiences. |
| Summary of Performance (SOP) | Provides a summary of relevant information and recommendations for future accommodations. |
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kyndallcarroll