| Accommodation | A change in the input or output method used by the teacher or students related to the intended instructional outcome without changing the content or conceptual level.
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| Acronym | A word in which the first letter of each word represents the first letter in a word or sentence to be used.
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| Acrostic | A sentence in which the first letter of each word represents the first letter in a word or sentence to be remembered.
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| Adaptation | A change made to the curriculum that keeps the academic content the same but slightly changes the conceptual level required of the student.
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| Anoxia | Loss of oxygen that can affect a newborn child.
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| Attribution retraining | A procedure to retrain an individual's attributions of success or failure. Possible attributions include ability, effort, task difficulty, and luck.
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| Classwide peer tutoring (CWPT) | A combination of whole class instruction, peer tutoring, and cooperative learning.
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| Cognitive strategies | Deliberate, planned activities used to acquire information.
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| Conditional knowledge | The "when and why" of learning; metacognitive strategy knowledge.
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| Declarative knowledge | The "what" of learning; knowledge of the facts, concepts, or definitions that must be learned.
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| Direct instruction | An instructional procedure that maintains several fundamental and sequential components of effective instruction: daily review, presentation, guided practice, independent practice, and weekly and monthly reviews.
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| Fluency | The ability to read quickly and accurately.
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| Learned helplessness | Individuals attribute their successes to external factors out of their control and attribute their failures to internal factors.
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| Keyword method | A method to enhance recall by linking unfamiliar information to more familiar information.
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| Metacognition | Regulation of the awareness and use of strategies to learn new information.
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| Metacognitive strategies | Used for planning (deciding what strategy to use), monitoring (checking during use to be sure strategy is working), and checking outcomes of learning (checking after use to be sure strategy worked).
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| Mnemonics | Devices such as acronyms, acrostics, rhymes, or songs used to aid memory.
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| Overlapping curriculum | A student is involved in the general education curriculum while also working on very different content or curriculum goals.
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| Parallel curriculum | The content is the same as for most students but major changes in the outcome are made within the curriculum.
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| Phonological awareness | The recognition that words, syllables, or sounds exist in spoken language and the ability to manipulate them be deleting, adding, substituting, and transposing.
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| Procedural knowledge | The "how" of learning; cognitive strategy knowledge.
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| Process tests | Instruments that purportedly measure how well a person processes information.
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| Rapid automatic naming | Quickly naming stimuli such as digits, letters, or names of simple objects; related to early reading ability.
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| Response to intervention | Relatively new criterion indicating that a student's lack of response to a scientific, research-based intervention can be considered in identifying a learning disability.
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| Scaffolds | Support provided by the teacher until the student is ready to assume control of learning.
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