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| attention deficit hyperactivity disorder (ADHD) | A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity. (See page(s) 245) |
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| basic-skills-and-phonetics approach | An approach to reading instruction that stresses phonetics and basic rules for translating symbols into sounds. Early reading instruction should involve simplified materials. (See page(s) 238) |
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| brainstorming | A technique in which individuals are encouraged to come up with ideas and play off each other's ideas. (See page(s) 236) |
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| constructivist approach | A learner-centred approach that emphasizes the importance of individuals actively constructing their knowledge and understanding with guidance from the teacher. (See page(s) 240) |
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| convergent thinking | Thinking that produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests. (See page(s) 236) |
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| creativity | The ability to think in novel and unusual ways and to come up with unique solutions to problems. (See page(s) 236) |
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| cultural-familial retardation | Retardation that is characterized by no evidence of organic brain damage, but the individual's IQ is between 50 and 70. (See page(s) 235) |
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| culture-fair tests | Tests that are designed to be free of cultural bias. (See page(s) 234) |
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| direct instruction approach | A structured, teacher-centred approach that is characterized by teacher direction and control, mastery of academic skills, high expectations for students' progress, maximum time spent on learning tasks, and efforts to keep negative affect to a minimum. (See page(s) 240) |
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| divergent thinking | Thinking that produces many answers to the same question and is characteristic of creativity. (See page(s) 236) |
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| dyslexia | A category of learning disabilities involving a severe impairment in the ability to read and spell. (See page(s) 245) |
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| gifted | Having above-average intelligence (an IQ of 120 or higher) and/or superior talent for something. (See page(s) 235) |
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| intelligence | Problem-solving skills and the ability to learn from and adapt to the experiences of everyday life. (See page(s) 231) |
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| intelligence quotient (IQ) | A person's mental age divided by chronological age, multiplied by 100. (See page(s) 231) |
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| learning disability | A disability that involves (1) normal intelligence or above, (2) difficulties in at least one academic area and usually several, and (3) no other problem or disorder, such as mental retardation, that can be determined as causing the difficulty. (See page(s) 245) |
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| long-term memory | A relatively permanent type of memory that holds huge amounts of information for a long period of time. (See page(s) 230) |
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| mainstreaming | Educating a child with special education needs in a regular classroom. (See page(s) 247) |
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| mental age (MA) | Binet's measure of an individual's level of mental development compared with that of others. (See page(s) 231) |
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| mental retardation | A condition of limited mental ability in which an individual has a low IQ, usually below 70 on a traditional test of intelligence, and has difficulty adapting to everyday life. (See page(s) 235) |
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| metacognition | Cognition about cognition, or knowing about knowing. (See page(s) 230) |
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| normal distribution | A symmetrical distribution with most cases falling in the middle range of scores and a few scores appearing toward the extremes of the range. (See page(s) 231) |
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| organic retardation | Mental retardation that involves some physical damage and is caused by a genetic disorder or brain damage. (See page(s) 235) |
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| seriation | The concrete operation that involves ordering stimuli along a quantitative dimension (such as length). (See page(s) 229) |
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| transitivity | In concrete operational thought, a mental concept that underlies the ability to combine relations logically in order to understand certain conclusions. (See page(s) 229) |
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| triarchic theory of intelligence | Sternberg's theory that intelligence comes in three forms: analytical, creative, and practical. (See page(s) 232) |
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| whole-language approach | An approach to reading instruction based on the idea that instruction should parallel children's natural language learning. Reading materials should be whole and meaningful. (See page(s) 238) |