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Chapter 6
| Term | Definition |
|---|---|
| Minimal brain Injury | Individuals who show behavioral but not neurological signs of brain injury |
| MRI | Sends magnetic radio waves through the head |
| fMRI and fMRS | Adaptations of the MRI. Used to detect brain activity when a person is engaged in a task |
| PET Scan | Used while performing a task, subject is injected with a substance containing a low amount of radiation |
| ERP | Measures brain response to perceptual and cognitive processing |
| EEG | ERP’s result from the administration of these |
| Left temporal lobe | Your temporal lobe contains areas of your brain that manage or contribute to several of your most useful abilities: language, memory and senses. |
| Familiality studies | Examine the degree to which a certain condition occurs in a single family |
| Heritability studies | Compare the prevalence of learning disabilities in identical twins |
| Toxins | Agents that can result in a host of problems |
| Phonological recording | the cognitive process of translating printed text into sound-based representations (sounding out words) to understand their meaning |
| Syntax | Grammar |
| Phonology | Ability to break words into their component sounds |
| Semantics | Word meanings |
| Dyscalucia | A specific math learning disability |
| ADHD | a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development, often starting in childhood and continuing into adulthood |
| Executive functioning | Umbrella term covering cognitive processes that are necessary |
| Self regulation | Controlling one’s behavior |
| Metacognition | Students ability to think about his own thinking |
| Comprehension monitoring | Refers to the abilities used while one reads and attempts to comprehend textual material |
| Nonverbal Learning disabilities | Learning disabilities that impact someone’s ability to speak |
| Locus of control | a psychological concept referring to an individual's belief system regarding the causes of their experiences and the factors that drive success or failure |
| Learned helplessness | A tendency to give up and expect the worst because they think they will fail no matter what |
| Scaffolded instruction | a teaching method where educators provide temporary, structured support to help students master new concepts, gradually removing this assistance as learners become more competent and independent |
| Self monitoring | Students keep track of their own behavior |
| The Science of Reading | The knowledge of how to effectively teach reading |
| Repeated readings | Students read the same passage repeatedly |
| POW | Pick, organize, write |
| TREE | Topic, reasons, explain, ending |
| Content enhancement | Making materials more salient or prominent |
| Graphic organizers | Visual devices that employ lines circles or boxes to organize information |
| Mnemonics | Using pictures and/or words as memory devices |
| CWPT | Peers help each other learn |
| PALS | Peers help each other learn |
| CBM | Measuring a students process through different assignments and such within the curriculum |
| Baseline data point | Where a student starts |
| Expected growth norms | The Trend that a student is expected to grow on |
| Aim line | Where the students goal target is |
| IRI | Reading passages or words in order of difficulty |
| Transition plan | A plan in place to help a student transition |
| SOP | A written summary used to acknowledge a students progress |
Created by:
Marshallc04