“Homograph: (Greek ‘same writing’) A word written in the same way as another, but having a different pronunciation and meaning, e.g. row/row, tear/tear, lead/lead.”
Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.
“jigsaw strategy: A cooperative learning technique in which each student within a small work group specializes in one part of a learning unit. Each member of this ‘home group’ is assigned a different aspect of the topic and then meets with members from other groups who are assigned the same material. These ‘expert groups’ discuss and master the material together, after which the experts return to their home groups to teach their portion of the materials to the rest of the group and, in turn, learn from their group partners. Just as in a jigsaw puzzle, each piece is essential for the group’s completion of the final product.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“Sustained Silent Reading: (SSR): A time set aside in the school day for uninterrupted, independent reading. Homework and conversation are not allowed during SSR periods. Variations on SSR include free voluntary reading (FVR); Uninterrupted Sustained Silent Reading (USSR); Positive Outcomes While Enjoying Reading (POWER); Daily Individual Reading Time (DIRT); Sustained Quiet Uninterrupted Reading Time (SQUIRT); and Drop Everything and Read (DEAR). See also silent reading. Contrast oral reading.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“tactile defensiveness: Being overly sensitive to touch; withdrawing, crying, yelling, or strking out when touched.
Some experts believe that that tactile defensiveness is related to disorganization in the midbrain, which is responsible for filtering incoming stimuli and—when abnormal—may not screen out all excessive tactile stimulation. As a result, a person would register even the most subtle sensations as irritating or painful, so that the person may respond to touch by grimacing or pulling away.
The central nervous system relies on different sensory nerve receptors in the skin to monitor the environment: light touch (surface), pressure (deep), temperature (hot and cold), and pain. It is quite possible for a person with tactile defensiveness to have one type of receptor that is oversensitive and the rest be normal. This explains why a person could tolerate light touch but pull away from a firm hug or prefer to run outside with a coat but be content with haircuts.
The tactile defensive individual can experience great distress in the course of daily life, constantly being bombarded with raw sensations. A person might insist on wearing only very soft clothes with large head openings or refuse to wear jewelry (especially around the neck). The slightest bump from another person may feel like a threat, and his or her defensive response may appear to be impulsive or aggressive. People with this condition may dislike group games such as tag or dodgeball, and holding hands with a partner can be physically agonizing. A person with this condition may shrink from being touched, which prevents him or her from being able to interact with friends in a normal way. Daily personal grooming, including bathing, washing hair, trimming nails, or brushing teeth can also be interpreted as uncomfortable.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“vision training and ADHD: Some people believe that visual problems such as faulty eye movements, focus problems, and light oversensitivity of the eyes cause reading disorders. However, there are few well-designed studies of this approach.
In 1972, a joint statement highly critical of the optometric approach to learning disability treatment was issued by the American Academy of Pediatrics, the American Academy of Ophthalmology and Otolaryngology, and the American Academy of Ophthalmology. In the absence of supporting evidence, most experts warn that this approach should not be used to treat learning disabilities.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“team teaching: An instructional method in which two or more teachers collaboratively teach a group of students. Teaching teams may teach one subject to multiple classes or teach all the core subjects to a single cluster of students for the school year. In the former arrangement, teachers may take turns instructing the entire group or divide the class into smaller sections that rotate between the teachers. In the latter arrangement, teachers meet frequently to plan curriculum and address student strengths and weaknesses.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“abstinence education: An educational program premised on the view that family life and sex education courses should teach students that sexual intercourse is inappropriate for young, unmarried people. Advocates say that adults must communicate an unambiguous that sex outside marriage is dangerous because of the risks of unwanted pregnancy and sexually transmitted diseases, such as AIDS. Critics of abstinence-only programs say the programs ignore the reality of widespread sexual activity among teenagers and deprive teens of information they need to protect themselves physically and emotionally.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“token economy: A behavior therapy procedure in which tokens (such as coins or poker chips) are given for desired behavior. The tokens can then be exchanged for privileges or treats.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“construction of meaning: The act of thinking about ideas, events, and texts and ascribing significance to them. Those who use this phrase typically assert that texts are cultural products that do not have a meaning in and of themselves; rather, the reader constructs their meaning, depending on his or her prior experience and knowledge, his or her emotional state at the time of the reading, and the political and social climate in which he or she lives. Or, put another way, the text has no necessary relationship to what its author intended. This popular literary theory encourages readers to avoid seeking the author’s purpose, since the author’s purpose is allegedly irrelevant; it also encourages readers to believe that a text says whatever a reader thinks it does, which is a highly narcissistic, solipsistic notion. Teachers who act on this belief encourage students to believe that what they feel about a text is more important than the text itself.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“strategy instruction: An important educational approach to working with students with a learning disability. It is based on an assumption that individuals with learning disabilities have significant deficits in the area of strategy development. These deficits may be the result of underlying language disabilities and skills deficits, or of problems in acquiring executive procedures and learning strategies.
In any case, a strategy instruction approach assumes that explicit instruction in learning strategies and executive procedures is a fundamental approach to helping students with learning disabilities achieve their potential.
Strategy instruction typically involves teaching procedures like SQ3R (Survey, Question, Read, Recite, Review). Students learn to perform a sequence of specific activities geared toward a specific task and outcome, practice those procedures in a variety of contexts, and apply them independently.
Strategy instruction has proven effective, particularly in college situations where it allows students to meet course requirements independently.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
 | A Measurement Conver… on An Elegantly Simple Cooking Co… |
| A Measurement Conver… on The Weekly Text, October 25, 2… |
 | markstextterminal on Cree |
 | panzer046a139293db on Cree |
| markstextterminal on Cree |
Mark's Text Terminal 
You must be logged in to post a comment.