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Samenvatting Lessen Orthopedagogiek: Leerstoornissen
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ORTHOPEDAGOGIEK:LEERSTOORNISSEN
Melissa Amandels
AJ: 2020-2021
,Melissa Amandels
Inhoudsopgave
Hoofdstuk 1: Inleiding tot leerstoornissen ...................................................................................................... 4
Leerproblemen .................................................................................................................................................... 4
Definitie van een leerstoornis ............................................................................................................................. 5
Leerstoornissen: klassieke benadering .......................................................................................................... 6
Leerstoornissen: nieuwe benadering............................................................................................................. 6
Leerstoornissen: classificatie .............................................................................................................................. 7
Dyslexie: beschrijvende definitie ......................................................................................................................... 8
Dyslexie: verklarende definitie (Braams (1996)) ............................................................................................ 8
Dyscalculie: beschrijvende definitie .................................................................................................................... 8
Dyscalculie: verklarende definitie .................................................................................................................. 8
Leerstoornissen: prevalentie ............................................................................................................................... 9
Leerstoornissen: comorbide stoornissen........................................................................................................... 10
Hoofdstuk 2: lezen ........................................................................................................................................ 11
Hoe werkt het leesproces? ................................................................................................................................ 11
Taakanalytisch leesmodel ................................................................................................................................. 11
Taakanalytisch leesmodel: kritiek ................................................................................................................ 12
Informatieverwerking ....................................................................................................................................... 13
Procesmodellen van lezen................................................................................................................................. 14
Automatisering kwantitatief ........................................................................................................................ 14
Automatisering kwalitatief .......................................................................................................................... 14
Procesmodellen van lezen................................................................................................................................. 15
Leesontwikkeling: drie grote fasen ................................................................................................................... 17
Cognitieve oorzaken van dyslexie ..................................................................................................................... 17
Fonologisch deficit ............................................................................................................................................ 18
Rapid naming deficit .................................................................................................................................... 19
Werkgeheugen deficit....................................................................................................................................... 19
Diagnostiek technisch lezen op orthodidactisch niveau ................................................................................... 20
1: Niveaubepaling ........................................................................................................................................ 20
2: Foutenclassificatie ................................................................................................................................... 21
3: Kwalitatieve analyse van het leesproces ................................................................................................. 22
Taakgerichte leerhulp: lezen op orthodidactisch niveau .................................................................................. 23
Opbouwmethodiek ...................................................................................................................................... 23
Inprentingsmethodiek ................................................................................................................................. 24
Begripsstrategiemethodiek.......................................................................................................................... 25
Hoofdstuk 3: spellen ..................................................................................................................................... 27
De spelling van het Nederlands ........................................................................................................................ 27
Fonologisch principe .................................................................................................................................... 27
Morfologisch principe .................................................................................................................................. 27
Etymologisch principe .................................................................................................................................. 28
Spellingmodellen .............................................................................................................................................. 28
Taakanalytisch spellingmodel ...................................................................................................................... 28
Procesmodel voor spelling ........................................................................................................................... 29
1
,Melissa Amandels
Spelling in de leerplannen ........................................................................................................................... 30
Diagnostiek van spellen .................................................................................................................................... 30
Niveaubepaling via dictee ............................................................................................................................ 30
Foutenclassificatie ....................................................................................................................................... 31
Kwalitatieve analyse .................................................................................................................................... 32
Taakgerichte leerhulp: spellen .......................................................................................................................... 33
Opbouwmethodiek ...................................................................................................................................... 33
Strategiemethodiek ..................................................................................................................................... 34
Inprentingsmethodiek ................................................................................................................................. 35
Hoofdstuk 4: rekenen ................................................................................................................................... 36
Opbouw van de les ........................................................................................................................................... 36
Wat is rekenen? ................................................................................................................................................ 36
Rekenmodellen ............................................................................................................................................ 36
Cognitieve oorzaken dyscalculie ....................................................................................................................... 46
Diagnostiek van rekenen op orthodidactisch niveau ........................................................................................ 47
Rekenen in de leerplannen? ........................................................................................................................ 47
Instrumenten voor de niveaubepaling ........................................................................................................ 48
Foutenclassificatie ....................................................................................................................................... 48
Kwalitatieve analyse van het rekenproces................................................................................................... 48
Optellen met brug tot 20 ............................................................................................................................. 49
Taakgerichte leerhulp: rekenen (op orthodidactisch niveau) ........................................................................... 50
Methodieken die kinderen gebruiken voor het rekenen ............................................................................. 50
Hoofdstuk 5: Leerproblemen orthopedagogisch bekeken ............................................................................. 52
Leerproblemen als opvoedingsproblemen ........................................................................................................ 52
Leerproblemen en gedrags- en emotionele problemen .................................................................................... 53
Impact op de opvoedingsrelatie ....................................................................................................................... 54
Impact op de persoon van de ouders ................................................................................................................ 55
Impact op de partnerrelatie.............................................................................................................................. 56
Impact (die er kan zijn) op broers en zussen ..................................................................................................... 57
Impact op de sociale context ............................................................................................................................ 57
Leerproblemen orthopedagogisch bekeken...................................................................................................... 57
Preventieve maatregelen.................................................................................................................................. 58
Hoofdstuk 6: diagnostiek bij leerproblemen ................................................................................................. 59
Signalen van leerproblemen ............................................................................................................................. 59
Ouders ......................................................................................................................................................... 59
School .......................................................................................................................................................... 59
Leerlingvolgsystemen: opbouw ........................................................................................................................ 60
Signaleren .................................................................................................................................................... 60
Analyseren en remedieren .......................................................................................................................... 61
Aanmelding en intake ....................................................................................................................................... 62
Hypothesevorming............................................................................................................................................ 62
Identificatie en classificatie van leerproblemen ............................................................................................... 63
Classificerende diagnostiek leerstoornissen ..................................................................................................... 63
2
, Melissa Amandels
Verklaringsgerichte diagnostiek leerstoornissen .............................................................................................. 64
Handelingsgerichte diagnostiek leerproblemen ............................................................................................... 64
Integratief beeld ............................................................................................................................................... 65
Diagnostische protocollen ................................................................................................................................ 67
Hoofdstuk 7: inteventie bij leerproblemen.................................................................................................... 69
Taakgerichte leerhulp (remediëren) ................................................................................................................. 69
Orthodidactisch handelingsplan ....................................................................................................................... 69
Orthodidactische behandelingsprincipes .................................................................................................... 70
Hulpmaatregelen: redicodis.............................................................................................................................. 70
Taakgerichte leerhulp: lezen ............................................................................................................................. 71
Taakgerichte leerhulp: spellen .......................................................................................................................... 71
Taakgerichte leerhulp: rekenen ........................................................................................................................ 72
Aanpak van leerproblemen............................................................................................................................... 72
Dwaalwegen ................................................................................................................................................ 74
Vragen bij de leerstof.................................................................................................................................... 76
Vragen over wat wel en niet te kennen: ........................................................................................................... 76
Inhoudelijke vragen over de leerstof: ............................................................................................................... 76
Voorbeeld examenvragen ............................................................................................................................. 77
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