Term
|
Definition
| To process sounds. Helps one hear the difference, order and number of sounds in words faster; basic skill needed to learn to read and spell; helps with speech defects. |
|
|
Term
|
Definition
| To hear differences in sounds such as loudness, pitch, duration, and phoneme. |
|
|
Term
|
Definition
| To break apart a word into its separate sounds. |
|
|
Term
|
Definition
| To blend individual sounds to form words. |
|
|
Term
|
Definition
| To determine the number, sequence, and which sounds are within a word. |
|
|
Term
| Auditory-Visual Association |
|
Definition
| To be able to link a sound with an image |
|
|
Term
|
Definition
| To understand words and concepts. |
|
|
Term
|
Definition
| To attend to and handle two or more tasks at one time such as taking notes while listening and carrying totals while adding the next column. Required for handling tasks quickly or to complete tasks with complexity. |
|
|
Term
|
Definition
| a constellation of several complex, inter-related, mental operations or constructs, including the allocation of attentional resources, working memory, planning, problem solving, response inhibition, self-monitoring and regulation, and the maintenance of mental sets |
|
|
Term
|
Definition
| to reason, plan, and think. |
|
|
Term
|
Definition
| To store information and to fluently retrieve it later in the process of thinking. |
|
|
Term
|
Definition
| To do math calculations such as adding, subtracting, multiplying, and dividing. |
|
|
Term
|
Definition
| the speed at which the brain processes information. Makes reading faster and less tiring; makes one more aware of his or her surrounding environment; helps with sports such as basketball, football, and soccer and activites sucha as driving. |
|
|
Term
|
Definition
| to move the eyes accurately and quickly from one point to another. |
|
|
Term
|
Definition
| To stay on task even when distraction is present. |
|
|
Term
| Sensory-Motor Integration |
|
Definition
| To have sensory skills work well with motor skills--i.e. eye-hand coordination. |
|
|
Term
|
Definition
| to process chunks of information that are received one after another. |
|
|
Term
|
Definition
| the ability to apprehend and hold information in immediate awareness and to use it within a few seconds. |
|
|
Term
|
Definition
| To process chunks of information that are received all at once. |
|
|
Term
|
Definition
| to Process and make use of visual images. Helps one create mental pictures faster and more vividly; helps one understand and "see" word math problems and read maps; improves reading comprehension skills. |
|
|
Term
|
Definition
| To see differences in size, color, shape, distance and orientation of objects. |
|
|
Term
|
Definition
| To flip, rotate, move change color, etc. of objects and images in one's mind |
|
|
Term
|
Definition
| to create mental images or pictures. |
|
|
Term
|
Definition
| helps one see more and wider in a single look. Improves side vision (peripheral vision). Enables faster reading and better, faster decisions in sports. |
|
|
Term
|
Definition
| to retain information while processing or using it. |
|
|
Term
|
Definition
| To be able to stay on task. |
|
|
Term
|
Definition
| The smallest segment of a sound |
|
|
Term
|
Definition
| The written letter or groups of letters that represent a sound. Can also be referred to as the "spelling" of a sound. |
|
|
Term
|
Definition
| The various codes/spellings that represent a given sound. For example, the sound /a-e/ can be coded (spelled) 6 ways. Those codes/spellings are the code family. |
|
|
