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Study Stack Ch. 6
- Price Cooper
| Term | Definition |
|---|---|
| Minimal brain injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury; the term is not as popular as it once was, primarily because of its lack of diagnostic utility (i.e., some children who learn normally show signs indicative o |
| IQ–achievement discrepancy | Academic performance markedly lower than would be expected on the basis of a student’s intellectual ability. |
| Magnetic resonance imaging (MRI) | A neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain; used to pinpoint areas of the brain that are dysfunctional. |
| Functional magnetic resonance imaging (fMRI) | An adaptation of the MRI used to detect changes in the brain while it is in an active state; unlike a PET scan, it does not involve using radioactive materials. |
| Functional magnetic resonance spectroscopy (fMRS) | An adaptation of the MRI used to detect changes in the brain while it is in an active state; unlike a PET scan, it does not involve using radioactive materials. |
| Positron emission tomography (PET) scans | A computerized method for measuring bloodflow in the brain; during a cognitive task, a low amount of radioactive dye is injected in the brain; the dye collects in active neurons, indicating which areas of the brain are active. |
| Event-related potentials | The brain’s response resulting from a specific sensory, cognitive, or motor event. |
| Electroencephalography (EEG) | A method of measuring the electrical activity of the brain. |
| Left temporal lobe | An area on the left side of the brain; neuroimaging studies indicate it is responsible for speech, language, and reading abilities and is dysfunctional in persons with reading disabilities. |
| Familiality studies | A method of determining the degree to which a given condition is inherited; looks at the prevalence of the condition in relatives of the person with the condition. |
| Heritability studies | A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical (i.e., monozygotic, from the same egg) twins versus fraternal (i.e., dizygotic, from two eggs) twins. |
| Toxins | Poisons in the environment that can cause fetal malformations; can result in cognitive impairments. |
| Syntax | The way words are joined together to structure meaningful sentences; grammar. |
| Semantics | The study of the meanings attached to words and sentences. |
| Phonology | The study of how individual sounds make up words. |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics. |
| Dyscalculia | Specific learning disabilities in mathematics. Not all mathematics disabilities are alike; individuals with dyscalculia may have difficulty with number sense, math computation, problem solving, etc. |
| Attention deficit hyperactivity disorder (ADHD) | A condition characterized by severe problems of inattention, hyperactivity, and/or impulsivity; often found in people with learning disabilities. |
| Working memory (WM) | The ability to remember information while also performing other cognitive operations |
| Retrieval of information from long-term memory (RLTM) | In contrast to short-term memory, which involves remembering something occurring just a few seconds ago, long-term memory involves remembering something longer ago; the length varies from one study to the next, from only about a minute to several decades. |
| Executive functioning | The ability to regulate one’s behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others; delayed or impaired in people with ADHD. |
| Self-regulation | Refers generally to a person’s ability to regulate his or her own behavior (e.g., to employ strategies to help in a problem-solving situation); an area of difficulty for persons who have intellectual disabilities. |
| Metacognition | One’s understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task. |
| Comprehension monitoring | The ability to keep track of one’s own comprehension of reading material and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities. |
| Nonverbal learning disabilities | A 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 | A motivational term referring to how people explain their successes or failures; people with an internal locus of control believe that they are the reason for success or failure, whereas people with an external locus of control believe that outside forces |
| Learned helplessness | A motivational term referring to a condition in which a person believes that no matter how hard he or she tries, failure will result. |
| Cognitive training | A group of training procedures designed to change thoughts or thought patterns. |
| Self-instruction | A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems. |
| Self-monitoring | A type of cognitive training technique that requires individuals to keep track of their own behavior. |
| Self-instruction | A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems. |
| Science of reading | Knowledge of how to effectively teach reading based on 40 years of converging evidence from research; supports the explicit and systematic teaching of phonological awareness, decoding, fluency, vocabulary, and comprehension. |
| Repeated readings | Students repeatedly (several times a week) read the same short passages aloud until they read at an appropriate pace with few or no errors. |
| Content enhancement | The modification of curriculum materials to make them more salient or prominent, e.g., graphic organizers and mnemonics. |
| Graphic organizers | A way of enhancing content with visual displays using lines, circles, and boxes to organize information. |
| Mnemonics | The use of memory-enhancing cues to help one remember something; techniques that aid memory, such as using rhymes, songs, or visual images to remember information. |
| Direct Instruction (DI) | A method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced, and well-rehearsed by the teacher. |
| Task analysis | The procedure of breaking down an academic task into its component parts for the purpose of instruction; a major feature of Direct Instruction. |
| Classwide peer tutoring (CWPT) | An 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 teacher. |
| Peer-assisted learning strategies (PALS) | Based on research-proven, best practices in reading, such as phonological awareness, decoding, and comprehension strategies. PALS involves the pairing of a higher performing student with a lower performing student, with the pairs then participating in hig |
| Curriculum-based measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools; proponents argue that CBM is preferable t |
| Baseline data point | Used in CBM; the beginning score gathered before an intervention begins, e.g., the number of correct words per minute that a student reads before receiving a fluency intervention. |
| Expected growth norms | Used with CBM; the rate at which the average student is expected to learn given typical instruction. |
| Aim line | Used in CBM; based on expected growth norms, a line drawn from the baseline data point to the anticipated end of instruction. |
| Informal reading inventory (IRI) | A method of assessing reading in which the teacher has the student read progressively more difficult series of word lists and passages; the teacher notes the difficulty level of the material read and the types of errors the student makes. |
| Transition plan | A plan defined in a student’s IEP that specifies the student’s goals and services related to transitioning from high school to post-high school experiences. The Individuals with Disabilities Education Act requires that the IEP include the transition plan |
| Summary of performance (SOP) | Now required by federal law, schools must develop an SOP for each student with a disability as the student exits secondary school whether by graduating or exceeding the age of eligibility. SOPs are designed to provide a summary of relevant information, su |
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