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chapter 6
| Term | Definition |
|---|---|
| Learning Disability (LD) | A disorder that affects how a person understands or uses spoken or written language. It can impact reading, writing, math, listening, or speaking. |
| minimal brain injury | someone who show behavioral but not neurological signs of a brain injury |
| Dyslexia | A reading disability that affects word recognition, decoding, and spelling. |
| slower learner | child's performance in some areas but not others |
| perceptual disabilities | learning disorders involving difficulties in processing, interpreting, and organizing sensory information |
| learning disability | A disorder that affects how a person understands or uses spoken or written language. It can impact reading, writing, math, listening, or speaking. |
| Diagnostic and Statistical Manual | guide defining mental disorders through specific symptoms and criteria. |
| National Joint Committee on Learning Disability (NJCLD) | composed of professional organizations involved with students with learning disability |
| psychological processes | the internal mental mechanisms—such as perception, memory, thinking, and motivation—that determine how individuals take in, process, and retain information. |
| American Psychiatric Association | 4 ways: Persistent, Substantial discrepancy, learning difficulties( school age, not due to other disabilities) |
| IQ- achievement discrepancy | comparison between scores on standardized intelligence and achievement tests. |
| Magnetic resonance imaging (MRI) | the academic and clinical training required to master a non-invasive, radiation-free diagnostic technique |
| fMRI | functional magnetic resonance imaging |
| fMRS | functional magnetic resonance spectroscopy |
| (PET) | positron- emission tomography |
| event related potentials (ERPs) | evoked potentials, measure brain response to cognitive processing, |
| electroencephalograph | a noninvasive, painless diagnostic test that records the brain's continuous electrical activity using electrodes placed on the scalp |
| left temporal lobe | responsible for processing verbal memory, language comprehension, and auditory information |
| Familiality studies | examine a degree to which a certain condition, such as a learning disability, occurs in the family. |
| heritability studies | compare the prevalence of learning disabilities in identical versus fraternal twins |
| Toxins | agents that can result in a host of problems such as headaches, poor memory and intellectual disability. |
| Phonological recording | The ability to hear and manipulate sounds in words. Important for reading development. |
| ADHD | almost half students with ADHD have a learning disability |
| Working Memory | The ability to hold and use information in your mind for a short time. |
| Metacognition | Thinking about one’s own thinking; being aware of and controlling learning strategies. |
| Comprehension monitoring | abilities used while reading and attempts to to comprehend textual material |
| nonverbal learning disability | a neurodevelopmental condition characterized by a significant discrepancy between high verbal skills and weak visuospatial, motor, and social-emotional processing |
| locus of control | a student's belief system regarding whether their academic successes or failures are caused by their own actions |
| learned helplessness | tendency to give up and expect the worse because they think that no matter how hard they try, they will fail |
| self monitoring | students track their own behavior often through self evaluation and self recording |
| scaffolded instruction | teachers provide assistance to students when they are first learning tasks, then gradually reduce assistance |
| science of reading | knowledge of how effectively teach reading based on 40 years. |
| repeated readings | read the same passage aloud until they are reading at a pace with few errors |
| TREE | topic sentence, reasons, explain, ending |
| POW | pick an idea, organize, write |
| content enhancement | way of making material more salient or prominent |
| Graphic Organizers | visual device |
| Mnemonic | involve using pictures or words to help remember information |
| baseline data point | represents the initial, pre-intervention measurement of a student's knowledge, skills, or behavior |
| expected growth norms | data-driven projections, often derived from assessments like NWEA MAP Growth, that define the average or typical academic progress a student makes over a specific period. |
| aim line | a straight line drawn on a progress-monitoring graph that connects a student's baseline performance to their long-term goal |
| informal reading inventory | series of reading passages or word lists graded in order of difficulty |
| summary of performance | for individual students with a disability as they exit secondary school. |
Created by:
jharlow1