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Chapter 6
| Term | Definition |
|---|---|
| NJCLD | The National Joint Committee on Learning Disabilities, composed with representatives of professional organizations involved with students with learning disabilities. |
| CNS | Central Nervous System |
| APA | American Psychiatric Association. 1. Persistent academic problems. 2. Substantial discrepancy between actual and expected academic skills based on chronological age. 3. Learning difficulties that began in school ages. 4. Learning issues not due to others |
| WHO | World Health Organization. |
| IQ-achievement discrepancy | comparison between scores on standardized intelligence and achievement tests. |
| RTI | It is based on a multilayered tier, usually of 3. Response to intervention. How the students respond to intervention. |
| familiality studies | examine the degree to which a certain condition, such as learning disability, occurs in a single family. |
| toxins | agents that result in a host of problems, such as headaches, poor memory, and even intellectual disability. |
| phonological recoding | students who are able to decode automatically will typically develop reading fluency. |
| syntax | grammar |
| semantics | word meanings |
| phonology | the ability to break words into their component sounds and blend individual sounds together to make words. |
| pragmatics | social cues of language |
| dyscalculia | a specific learning disability in math |
| ADHD | attention deficit hyperactivity disorder. |
| WM | a memory problem known as working memory. It involves the ability to hold information in memory for a short period of time in order to use it to solve a problem. |
| RLTM | a memory problem known as retrieval of information from long-term memory. It can include difficulty accurately and automatically retrieve information from long term memory. |
| EF & self regulation | Executive functioning. An umbrella term covering cognitive processes that are necessary to control and regulate one's behaviors. |
| Comprehension monitoring | refers to the abilities used while one reads and attempts to comprehend textual material. |
| Metacognition | refers to a student's ability to think about his own thinking and is critical to learning, memory, and academic achievement. |
| nonverbal learning disabilities | on the autism spectrum disorder. They often exhibit specific subtle problems in using language, especially in social situations. |
| locus of control | individuals who believe that their lives are controlled by external factors such as fate. |
| inactive learner | Something some people label those with disabilities of. It is also lacking in strategies for attacking academic problems. |
| learned helplessness | a tendency to give up and expect the worst because they think that no matter how hard they try, they will fail. |
| cognitive training | involves three components 1. changing thought processes. 2. providing strategies for learning. 3. teaching self-initiative. |
| self-instruction | to make students aware of the various stages of problem-solving tasks while they are performing them and to bring behavior under verbal control. |
| self-monitoring | students keep track of their own behavior |
| scaffolded instruction | teachers provide assistance to students when they are first learning tasks, and then gradually reduce assistance. |
| metacognitive training | addresses problems with planning ahead, selecting good learning strategies, and adjusting strategies based on performance. |
| science of teaching | the knowledge of how to effectively teach reading based on 40 years of converging evidence. |
| phonics instruction | learning the alphabetic system, and the pairings and sounds. |
| repeated readings | students repeatedly read something aloud (usually for weeks) until they are reading at an appropriate level with no mistakes. |
| mnemomics | comes from the name of the Greek goddess of memory and remembrance. Today it refers to any strategy that is used to improve memory. |
| direct instruction | DI. focuses on the details of the instructional process. it is highly structured and a teacher directed method. |
| content enhancement | can take many forms. It's way of making materials more salient or prominent. |
| graphic organizers | visual devises that employ lines, circles, and boxes to organize information. |
| take analysis | breaking down academic problems into their component of DI. |
| classwide peer tutoring | CWPT. Effective for students who have learning disabilities. The class is taught by peers who are trained with supervising by the teacher. |
| peer assisted learning strategies | PALS. Strategies to help CWPT. |
| CBM | curriculum based measurement. It involves direct and frequent samples of performance on items from the curriculum in which students are being instructed. |
| baseline data point, expected growth norms, & aim line | uses information from CWPM and CBM to make this. It uses date of expected growth norms, and a goal is established by the teacher with an aim line on a graph where the student should be performing at certain times. |
| IRI | Informal reading inventory. A series of passages or word lists graded in order of difficulty. |
| mathematics dynamic assessment | MDA. another example of informal assessment. the teacher can incorporate research based assessment techniques. |
| secondary programming | approaches to educating students with learning disabilities at the secondary level differ, depending on whether their goal is to go to college or work. Prepares them for life after school. |
| transition plan | a plan for the student's transition into life after school. Students should take part in this |
| summary of performance | SOP. the schools must develop this for individuals with a disability as they exit secondary school, whether by graduating or exceeding the age of eligibility. |
| phonological awareness | the understanding that speech consists of units of sound |
| phonemic awareness | the understand that words are made up of sounds or phonemes. |
| reciprocal teaching | the teaching modeling correct performance and then having the student assume the role of co-teacher, |
| self-regulated strategy development | SRSD - effective writing instruction is explicit and systematic. |
| writing disabilities | includes handwriting, spelling, and composition. |
Created by:
Emmaleeg