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chapter 6
study stack for chapter 6
| Question | Answer |
|---|---|
| LD | The lack of ability of theorist and practitioners to define learning disabilities makes their existence no less real for the individuals that have these disabilities |
| minimal brain injury | refers to individuals who show behavioral but not neurological sings of brain injury |
| slow learner | described child's performance in some areas but not others |
| dyslexia | reading disability |
| National Joint Committee on Learning Disabilities | composed of representatives of major professional organizations involved with students with learning disabilities |
| American Psychiatric Association (APA) | "specific learning disorders" found on page 115 |
| WHO | World Health Organization |
| IQ achievement discrepancy | which is a comparison between scores on standardized intelligence and achievement test |
| must not require | For RTI the law insists that the states must not require the use of a severe discrepancy between intellectual ability and achievement |
| Must permit | states must permit the use of RTI |
| magnetic response imaging | a non-invasive imaging technique that uses strong magnetic fields and radio waves to create detailed images of the body's internal structures, particularly soft tissues. |
| functional magnetic resonance imaging | a noninvasive imaging technique that measures brain activity by detecting changes in blood flow associated with neuronal activation. |
| functional magnetic resonance spectroscopy | Functional Magnetic Resonance Spectroscopy (fMRS) is a non-invasive imaging technique that measures brain metabolism and neurotransmitter dynamics during brain activation, providing insights into cognitive processes and neurological conditions. |
| positron emission tomography scans | are advanced imaging tests that help visualize metabolic activity in the body, aiding in the diagnosis of various conditions, particularly cancer. |
| event related potentials | are brain responses that are directly linked to specific sensory, cognitive, or motor events, measured through electroencephalography |
| electroencephalograph | is a non-invasive test that measures the electrical activity of the brain, helping to diagnose conditions like epilepsy, sleep disorders, and brain injuries |
| left temporal lobe | is crucial for language comprehension, memory processing, and emotional regulation, playing a key role in how we communicate and understand the world around us. |
| family studies | examine the degree to which a certain condition such as learning disability occurs in a single family |
| heritability studies | investigate the genetic contribution to phenotypic variation in traits, using various methodologies to estimate the proportion of observable differences attributed to genetic factors. |
| toxins | are agents that can result in a host of problems such as headaches, poor memory, and intellectual disabilities |
| reading disabilities | reading poses the greatest difficulty for most students with learning disabilities |
| phonological recoding | the process of translating written letters into their corresponding sounds, which is essential for learning to read and write. |
| intensive instruction in reading and math | support students with students who struggle reading and math |
| relentless progress monitoring | involves systematically tracking and evaluating student performance to ensure they are making meaningful progress toward educational goals. |
| specific incentive and parental support | Parental support and incentives play a crucial role in enhancing children's development and engagement. |
| written language | people with learning disabilities often have problems in one or more areas handwriting, spelling, and composition |
| spoken language | Spoken language is a structured system of communication produced with articulate sounds using the vocal tract. |
| syntax | grammar |
| semantics | word meanings |
| phonology | the ability to break words into their component sounds and blend individual sounds together to make words |
| pragmatics | the branch of linguistics dealing with language in use and the contexts in which it is used, including such matters as deixis, the taking of turns in conversation, text organization, presupposition, and implicature. |
| dyscalculia | a learning disorder that affects a person's ability to understand and work with numbers |
| ADHD | attention deficit hyperactivity disorder, troubles staying on task |
| working memory | is a cognitive system that temporarily holds and manipulates information, essential for reasoning, learning, and decision-making. |
| retrieval of information from long term memory | the process by which we access and use memories that have been stored over an extended period |
| executive functioning | umbrella term covering cognitive processes that are necessary to control and regulate one's behavior |
| self regulation | being able to control one's thoughts, emotions, and behaviors |
| metacognition | refers to student's ability to think about his own thinking and critical thinking to learning, memory, and academic achievement |
| comprehension monitoring | refers to the abilities used while one reads to comprehend textual material |
| nonverbal learning disabilities | neurological conditions that affect visual-spatial skills, social interactions, and motor coordination, often impacting learning despite average or above-average verbal abilities. |
| locus of control | a psychological concept describing whether individuals believe they can influence the outcomes in their lives (internal) or whether external forces like luck or fate determine results (external). |
| learned helplessness | a tendency to give up and expect the worst because they think that no matter how hard they try that they will fail |
| cognitive training | involves three components, 1. changing thought process 2. providing strategies for learning 3. teaching self initiative |
| self instruction | make students aware of the various stages of problem solving task while they are preforming them and bring behavior under verbal control |
| self monitoring | students keep track of their own behavior often through use of two components, self evaluation and self recording |
| scaffolded instruction | teachers provide assistance to students when they are first learning task, and gradually reduce assistance |
| Instructional Approaches for reading | The National Reading Panel synthesized research on how children acquire reading and best practices for reading instruction |
| Science of Reading | the knowledge of how to effectively teach reading |
| repeated readings | students repeatedly read the same short passages aloud till they are reading at an appropriate pace with no errors |
| instructional approaches for writing | the ability to read and write are closely linked, students with reading problems also have writing problems |
| Instructional approaches for math | Effective instruction for children with disabilities that struggle with math |
| P | pick my idea |
| O | Organize my notes |
| W | write and say more |
| T | topic sentence |
| R | reasons |
| E | Explain reasons |
| E | Ending |
| Instructional approaches for science and social studies | Students with learning disabilities often have troubles with science and social studies |
| content attachment | a way of making materials more salient and prominent |
| graphic organizers | are visual devices to show information |
| Mnemonics | involves using pictures or words to help memorize information |
| Class wide Peer Tutoring | a structured educational strategy that involves students taking turns as tutors. This approach is designed to enhance learning by providing students with increased opportunities to practice academic skills and receive immediate feedback from peers. |
| Peer Assisted Learning Strategies | effective educational techniques that involve students working together in pairs or small groups to enhance their learning experiences and academic growth. |
| Curriculum based measurements | an assessment method used to evaluate student progress in academic areas such as reading, writing, and math through brief, standardized tests derived from the school curriculum. |
| baseline data point | initial measurement taken before any interventions are applied |
| expected growth norms | a goal for students and creates an aim line |
| aim line | where students should be preforming at a given time |
| informal reading inventory | a series of passages or words listed graded in order of difficulty |
| transition plan | structured document that outlines the steps, responsibilities, and timelines needed to ensure a smooth handover during employee, project, or organizational changes. |
| summary of performance | concisely captures an employee’s achievements, strengths, areas for improvement, and overall contributions, providing actionable insights for growth and development |
Created by:
prooker