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Chapter 6
Learners With Learning Disabilities
Write a definition for each of the following terms.
1. 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. (some children who learn normally show signs indicative of minimal brain injury).
2.IQ‑achievement discrepancy- Academic performance markedly lower than would be expected on the basis of a students intellectual ability.
3.Response-to-intervention - A way of determining whether a student has a learning disability. Increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, at some point, he or she is determined to have a learning disability or is referred for special education evaluation.
4.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.
5.f MRI - 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.
6.PET‑scan - A computerized method for measuring bloodflow in the brain. During a cognitive task a, 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.
7.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.
8.Heritability studies- A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical twins vs. fraternal twins.
9.Teratogens- Agents, such as chemicals that can disrupt the normal development of the fetus; a possible cause of learning disabilities and other learning and behavioral problems.
10.Standardized Achievement Tests- A method of evaluating a person that has been applied to a large group so that an individuals score can be compared to the norm, or average.
11.Wechsler Individual Achievement Test (WIAT)- Assess’ achievement in all the areas pertaining to the federal definition of learning disabilities: basic reading, reading comprehension, spelling, written expression, mathematics reasoning, numerical operations, listening comprehension, and oral expression.
12.Formative assessment- Measurement procedures used to monitor an individual students progress. They are used to compare how an individual performs in light of his or her abilities, in contrast to standardized tests, which are primarily used to compare an individuals performance to that of other students.
13.Criterion-referenced testing - Assessment wherein an individual performance is compared to a goal or standard of mastery, differs from norm-referenced testing wherein an individuals performance is compared to the performance of others.
14.Informal reading inventories- A method of assessing reading in which the teacher has the student read progressively more difficult series of passages or word lists. The teacher notes the difficulty level of the material read and the types of errors the student makes.
15.Error analysis
16.Authentic assessment- An informal method of teacher assessment that involves the teacher noting the particular kinds of errors a student makes when doing academic work.
17.Portfolio assessment- Allow for a broader based evidence of students work. Evidence is more closely related to real-life skills; May include audiotapes or videotapes of recitals or other performances, or essays and other writing samples, such as letters, instructions, or stories.
18.Decoding- The ability to convert print to spoken language; dependent on phonological awareness and phonemic awareness; a significant problem for many people with reading disabilities.
19.Reading fluency- The ability to read effortlessly and smoothly; consists of the ability to read at a normal rate and with appropriate expression; influences ones reading comprehension.
20.Reading comprehension- The ability to understand what one has read.
21.Attention deficit hyperactivity disorder- A condition characterized by severe problems of inattention, hyperactivity, and or impulsivity; often found in people with learning disabilities.
22.Short‑term memory- The ability to recall information after a short period of time.
23.Cognition- The ability to solve problems and use strategies; and area of difficulty for many persons with learning disabilities.
24.Metacognition - Ones understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task.
25.Comprehension monitoring- The ability to keep track of ones own comprehension of reading material and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities.
26.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 influence how they perform.
27.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.
28.Cognitive training- A group of training procedures designed to change thoughts or thought patterns.
29.Self‑instruction- A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems.
30.Self-monitoring- A type of cognitive training technique that requires individuals to keep track of their own behavior.
31.Direct Instruction- 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.
32.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.
Learners With Learning Disabilities
Write a definition for each of the following terms.
1. 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. (some children who learn normally show signs indicative of minimal brain injury).
2.IQ‑achievement discrepancy- Academic performance markedly lower than would be expected on the basis of a students intellectual ability.
3.Response-to-intervention - A way of determining whether a student has a learning disability. Increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, at some point, he or she is determined to have a learning disability or is referred for special education evaluation.
4.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.
5.f MRI - 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.
6.PET‑scan - A computerized method for measuring bloodflow in the brain. During a cognitive task a, 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.
7.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.
8.Heritability studies- A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical twins vs. fraternal twins.
9.Teratogens- Agents, such as chemicals that can disrupt the normal development of the fetus; a possible cause of learning disabilities and other learning and behavioral problems.
10.Standardized Achievement Tests- A method of evaluating a person that has been applied to a large group so that an individuals score can be compared to the norm, or average.
11.Wechsler Individual Achievement Test (WIAT)- Assess’ achievement in all the areas pertaining to the federal definition of learning disabilities: basic reading, reading comprehension, spelling, written expression, mathematics reasoning, numerical operations, listening comprehension, and oral expression.
12.Formative assessment- Measurement procedures used to monitor an individual students progress. They are used to compare how an individual performs in light of his or her abilities, in contrast to standardized tests, which are primarily used to compare an individuals performance to that of other students.
13.Criterion-referenced testing - Assessment wherein an individual performance is compared to a goal or standard of mastery, differs from norm-referenced testing wherein an individuals performance is compared to the performance of others.
14.Informal reading inventories- A method of assessing reading in which the teacher has the student read progressively more difficult series of passages or word lists. The teacher notes the difficulty level of the material read and the types of errors the student makes.
15.Error analysis
16.Authentic assessment- An informal method of teacher assessment that involves the teacher noting the particular kinds of errors a student makes when doing academic work.
17.Portfolio assessment- Allow for a broader based evidence of students work. Evidence is more closely related to real-life skills; May include audiotapes or videotapes of recitals or other performances, or essays and other writing samples, such as letters, instructions, or stories.
18.Decoding- The ability to convert print to spoken language; dependent on phonological awareness and phonemic awareness; a significant problem for many people with reading disabilities.
19.Reading fluency- The ability to read effortlessly and smoothly; consists of the ability to read at a normal rate and with appropriate expression; influences ones reading comprehension.
20.Reading comprehension- The ability to understand what one has read.
21.Attention deficit hyperactivity disorder- A condition characterized by severe problems of inattention, hyperactivity, and or impulsivity; often found in people with learning disabilities.
22.Short‑term memory- The ability to recall information after a short period of time.
23.Cognition- The ability to solve problems and use strategies; and area of difficulty for many persons with learning disabilities.
24.Metacognition - Ones understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task.
25.Comprehension monitoring- The ability to keep track of ones own comprehension of reading material and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities.
26.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 influence how they perform.
27.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.
28.Cognitive training- A group of training procedures designed to change thoughts or thought patterns.
29.Self‑instruction- A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems.
30.Self-monitoring- A type of cognitive training technique that requires individuals to keep track of their own behavior.
31.Direct Instruction- 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.
32.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.