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Samenvatting leerstoornissen
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LEERSTOORNISSENInhoudstafel
Leerstoornissen ....................................................................................................................................................... 1
Hoofdstuk 1 ......................................................................................................................................................... 4
Leerproblemen ................................................................................................................................................ 4
Leerstoornissen: definitie................................................................................................................................ 5
Discrepantie en intelligentie ........................................................................................................................... 6
Leerstoornissen: definitie (aanvulling) ............................................................................................................ 7
Leerstoornissen: classificatie ........................................................................................................................ 10
Dyslexie: beschrijvende definitie .................................................................................................................. 10
Dyslexie: verklarende definitie ...................................................................................................................... 11
Dyscalculie: beschrijvende definitie .............................................................................................................. 11
Dyscalculie: verklarende definitie ................................................................................................................. 12
Examenvraag!................................................................................................................................................ 12
DSM-5 (APA, 2013): specifieke leerstoornis – Specific Learning Disorder .................................................... 13
Leerstoornissen: prevalentie ......................................................................................................................... 13
Leerstoornissen: comorbide stoornissen ...................................................................................................... 14
Hoofdstuk 2: lezen ............................................................................................................................................ 14
Hoe werkt het leesproces?............................................................................................................................ 15
Taakanalytisch leesmodel ......................................................................................................................... 15
Informatieverwerkingsbenadering............................................................................................................ 17
Procesmodellen van lezen ............................................................................................................................ 18
Automatisering kwantitatief ..................................................................................................................... 18
Automatisering kwalitatief ........................................................................................................................ 19
Procesmodellen van lezen ............................................................................................................................ 19
Integratiemodel van Van der Leij (1999) ................................................................................................... 21
Model van Ruijssenaars & Ghesquière ..................................................................................................... 21
Leesontwikkeling ........................................................................................................................................... 22
Cognitieve oorzaken van dyslexie ................................................................................................................. 22
Fonologisch deficit ........................................................................................................................................ 24
Rapid naming deficit ..................................................................................................................................... 24
Werkgeheugen deficit ................................................................................................................................... 25
Diagnostiek technisch lezen .......................................................................................................................... 26
Diagnostiek technisch lezen: woordniveau ............................................................................................... 27
Diagnostiek technisch lezen: zinsniveau ....................................................................................................... 30
Diagnostiek technisch lezen .......................................................................................................................... 34
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, Taakgerichte leerhulp: lezen ......................................................................................................................... 38
Opbouwmethodiek ................................................................................................................................... 38
Inprentingsmethodiek ............................................................................................................................... 40
Begripsstrategiemethodiek ....................................................................................................................... 41
Hoofdstuk 3: spellen ......................................................................................................................................... 42
Check!............................................................................................................................................................ 42
De spelling van het Nederlands .................................................................................................................... 43
CHECK! Classificatie van je fouten................................................................................................................. 46
Spellingmodellen ........................................................................................................................................... 46
Taakanalytisch spellingsmodel .................................................................................................................. 47
Procesmodel voor spelling ........................................................................................................................ 48
Spelling in de leerplannen ............................................................................................................................. 49
Diagnostiek spellen ....................................................................................................................................... 50
Taakgerichte leerhulp: spellen ...................................................................................................................... 59
Hoofdstuk 4: rekenen ........................................................................................................................................ 62
In deze les… ................................................................................................................................................... 62
Warming-up! ................................................................................................................................................. 62
Wat is rekenen? ............................................................................................................................................ 62
Rekenmodellen ............................................................................................................................................. 62
1.Ontwikkeling van getalbegrip ................................................................................................................ 63
Piaget-taken .......................................................................................................................................... 63
Ontwikkeling van tellen ............................................................................................................................. 67
Ontwikkeling van rekentaal....................................................................................................................... 67
Ontwikkeling van maatbegrip ................................................................................................................... 68
Taakanalytisch rekenmodel ...................................................................................................................... 68
1.Ontwikkeling van rekenhandelingen ...................................................................................................... 69
2.cognitieve Procesmodellen van rekenen ................................................................................................... 70
Cognitieve oorzaken dyscalculie ................................................................................................................... 73
Diagnostiek van rekenproblemen op orthodidactisch niveau ..................................................................... 74
Taakgerichte leerhulp: rekenen (orthodidactisch niveau) ........................................................................... 86
Hoofdstuk 5: leerproblemen orthopedagogisch bekeken ................................................................................ 88
Leerproblemen als opvoedingsproblemen ................................................................................................... 88
Leerproblemen en gedrags- en emotionele problemen ............................................................................... 88
Acceptatie van een stoornis/handicap.......................................................................................................... 91
Impact op de opvoedingsrelatie ................................................................................................................... 91
Impact op de persoon van de ouders ........................................................................................................... 92
Impact op de partnerrelatie .......................................................................................................................... 93
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, Impact op broers en zussen .......................................................................................................................... 93
Impact op de sociale context ........................................................................................................................ 94
Leerproblemen orthopedagogisch bekeken ................................................................................................. 95
Preventieve maatregelen .............................................................................................................................. 95
Hoofdstuk 6: diagnostiek bij leerproblemen ..................................................................................................... 95
Bouwstenen van (orthopedagogische) hulpverlening .................................................................................. 95
Signalen van leerproblemen ......................................................................................................................... 96
Leerlingvolgsystemen (LVS): opbouw ........................................................................................................... 97
Leerlingvolgsystemen: signaleren ................................................................................................................. 98
Leerlingvolgsystemen: analyseren en remediëren ....................................................................................... 98
Voorbeeld: ei-ij .............................................................................................................................................. 99
Aanmelding en intake ................................................................................................................................. 100
Hypothesevorming ...................................................................................................................................... 100
Identificatie en classificatie van leerproblemen ......................................................................................... 101
Classificerende diagnostiek leerstoornissen ............................................................................................... 101
Verklaringsgerichte diagnostiek leerstoornissen ........................................................................................ 103
Handelingsgerichte diagnostiek leerproblemen ......................................................................................... 103
Integratief beeld .......................................................................................................................................... 104
Diagnostische protocollen........................................................................................................................... 106
Hoofdstuk 7 ..................................................................................................................................................... 108
Interventie bij leerproblemen ..................................................................................................................... 108
Taakgerichte leerhulp (remediëren) ....................................................................................................... 108
Orthodidactisch handelingsplan ............................................................................................................. 108
Orthodidactische behandelprincipes ...................................................................................................... 109
Hulpmaatregelen (redicodis)................................................................................................................... 110
Voorbeelden redicodis dyslexie .............................................................................................................. 110
Voorbeelden sticordi dyscalculie ............................................................................................................ 110
Taakgerichte leerhulp: lezen ................................................................................................................... 111
Taakgerichte leerhulp: spellen ................................................................................................................ 111
Taakgerichte leerhulp: rekenen .............................................................................................................. 111
Aanpak van leerproblemen ..................................................................................................................... 111
Vragencollege .................................................................................................................................................. 114
1.Begripsvragen........................................................................................................................................... 114
2.Studeervragen .......................................................................................................................................... 114
Aandachtspunten bij examen ..................................................................................................................... 115
Voorbeeldexamenvragen ............................................................................................................................ 115
3
, Documentaire UGent: 'Studeren met dyslexie'
Mensen die erin geslaagd zijn om een diploma te behalen in het hoger onderwijs.
HOOFDSTUK 1
Leerprobleem versus leerstoornis
Criteria ter definitie van leerstoornis
o (Discrepantiecriterium)
o Achterstandscriterium (specificiteits-)
o Hardnekkigheidscriterium
o Exclusiecriterium
Classificatie van leerstoornissen (soorten)
Definitie(s)
Prevalentie (voorkomen)
Comorbitiditeit (samen voorkomen)
Begrippen juist begrijpen: leerproblemen en leerstoornissen juist hanteren. Bv. handelingsgericht werken
LEERPROBLEMEN
Omschrijving
o problemen die personen ondervinden bij het leren van cognitieve schoolse vaardigheden
▪ Lezen
▪ Spellen
▪ Rekenen
o ADHD, dyspraxie, dysfasie, … zijn dus geen leerproblemen/-stoornissen
ADHD (aandacht en concentratie), dyspraxie (motoriek): Het zijn stoornissen maar dat is breder dan de
algemene cognitieve schoolse vaardigheden.
Dysfasie = taalontwikkelingsstoornis
Zone van naaste ontwikkeling – Vygotsky: Eenvoudig gezegd komt het hier op neer: het kind kan al iets, maar
een volgende fase van de ontwikkeling dient zich bijna aan. Bijvoorbeeld: het kind kan de telrij noemen van één
4
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