Class notes
Samenvatting colleges leerstoornissen
- Course
- Institution
- Book
Samenvatting colleges leerstoornissen
[Show more]
Connected book
Book Title:
Author(s):
- Edition:
- ISBN:
- Edition:
Seller
Follow
samenvattingenpw
Reviews received
Content preview
ORTHO: LEERSTOORNISSENInhoudsopgave
1 Leerprobleem leerstoornis......................................................................................................................... 5
2 Criteria ter definitie van leerstoornis........................................................................................................... 5
2.1 Discrepantiecriterium (klassieke benadering)................................................................................................5
2.2 Achterstandscriterium (specificiteits-)...........................................................................................................6
2.3 Hardnekkigheidscriterium..............................................................................................................................7
2.4 Exclusieitscriterium.........................................................................................................................................7
3 Classificatie van leerstoornissen (soorten)................................................................................................... 7
4 Definitie(s).................................................................................................................................................. 8
4.1 Dyslexie: beschrijvende definitie....................................................................................................................8
4.2 Dyscalculie: beschrijvende definitie................................................................................................................8
4.3 DSM-V.............................................................................................................................................................8
5 Prevalentie (voorkomen)............................................................................................................................. 9
6 Comorbiditeit (samen voorkomen).............................................................................................................. 9
7 Oefening................................................................................................................................................... 10
1 Hoe werkt leesproces?.............................................................................................................................. 11
1.1 Ontwikkelingspsychologische benadering...................................................................................................11
1.2 Informatieverwerkingsbenadering...............................................................................................................12
1.3 Procesmodellen van lezen............................................................................................................................12
1.3.1 Bottom-up modellen (lezen start met verklanken)..............................................................................12
1.3.2 Top-down modellen..............................................................................................................................13
1.3.3 Interactief-compensatoire modellen....................................................................................................13
2 Leesontwikkeling...................................................................................................................................... 14
3 Cognitieve oorzaken dyslexie.................................................................................................................... 15
3.1 Fonologisch bewustzijn................................................................................................................................15
3.2 Rapid Automatised Naming.........................................................................................................................15
3.3 Verbaal kortetermijngeheugen....................................................................................................................16
3.3.1 Werkgeheugen deficit..........................................................................................................................16
4 Diagnostisch technisch lezen (op orthodidactisch niveau)..........................................................................16
4.1 Niveaubepaling............................................................................................................................................17
4.1.1 Woordniveau........................................................................................................................................17
4.1.2 Zinsniveau.............................................................................................................................................18
4.2 Ordening/ classificatie van leesfouten.........................................................................................................18
4.2.1 Basisfouten...........................................................................................................................................18
4.2.2 Regelfouten..........................................................................................................................................19
1
, 4.2.3 Fouten tegen weetwoorden.................................................................................................................19
4.3 Kwaliteitsanalyse (kijken naar kwaliteit van leesproces).............................................................................19
5 Taakgerichte leerhulp: lezen (orthodidactisch niveau)...............................................................................20
5.1 Opbouwmethodiek.......................................................................................................................................20
5.1.1 Aanleren van deelvaardigheden...........................................................................................................20
5.1.2 Aanleren van decodeerstrategieën......................................................................................................21
5.1.3 Technieken voor afleren van hardnekkig spellen/ raden.....................................................................21
5.2 Inprentingsmethodiek..................................................................................................................................21
5.2.1 Associaties leren...................................................................................................................................22
5.2.2 Versnellen.............................................................................................................................................22
5.2.3 Feedback over snelheid........................................................................................................................22
5.3 Begripsstrategiemethodiek..........................................................................................................................22
5.3.1 Mobiliseren en implementeren van voorkennis (soort van voorbereidende activiteiten)..................22
5.3.2 Leren toepassen van begripsstrategieën..............................................................................................23
1 Signalen van leerproblemen...................................................................................................................... 24
1.1 Signalen van ouders.....................................................................................................................................24
1.2 Signalen van de school.................................................................................................................................24
1.3 Leerlingvolgsysteem.....................................................................................................................................25
1.3.1 Signaleren.............................................................................................................................................25
1.3.2 Analyseren en remediëren...................................................................................................................25
2 Aanmelding en intake............................................................................................................................... 26
3 Hypothesevorming.................................................................................................................................... 26
4 Identificatie en classificatie van leerproblemen (diagnose)........................................................................27
4.1 Classificerende diagnostiek van leerstoornissen..........................................................................................27
4.2 Verklaringsgerichte diagnostiek van leerstoornissen..................................................................................28
4.3 Handelingsgerichte diagnostiek van leerstoornissen...................................................................................28
5 Integratief beeld....................................................................................................................................... 29
6 Diagnostische protocollen......................................................................................................................... 30
1 Spelling van Nederlands............................................................................................................................ 32
1.1 Fonologisch/ fonemisch principe..................................................................................................................32
1.2 Syllabisch principe........................................................................................................................................32
1.3 Morfologisch principe...................................................................................................................................33
1.4 Etymologisch principe..................................................................................................................................33
1.5 Classificatie van fouten................................................................................................................................33
2 Spellingsmodellen..................................................................................................................................... 34
2.1 Taakanalytisch spellingsmodel.....................................................................................................................34
2.2 Procesmodellen voor spelling.......................................................................................................................34
2.2.1 Aspecten van informatieverwerking....................................................................................................35
3 Spelling in leerplannen.............................................................................................................................. 35
2
,4 Orthodidactische diagnostiek spellen........................................................................................................ 36
4.1 Niveaubepaling............................................................................................................................................36
4.2 Foutenclassificatie........................................................................................................................................36
4.2.1 Verkort Utrechts Classificatiesysteem voor Spelfouten (V-UCS).........................................................36
4.3 Kwalitatieve analyse....................................................................................................................................37
5 Taakgerichte leerhulp................................................................................................................................ 38
5.1 Opbouwmethodiek.......................................................................................................................................38
5.2 Strategiemethodiek......................................................................................................................................38
5.3 Inprentingsmethodiek..................................................................................................................................39
1 Wat is rekenen?........................................................................................................................................ 40
1.1 Ontwikkelingsbenadering: cognitief ontwikkelingsmodel van getalbegrip (=bouwsteen van rekenen).....40
1.1.1 Ontwikkeling van logisch denken.........................................................................................................40
1.1.2 Ontwikkeling van tellen........................................................................................................................41
1.1.3 Ontwikkeling van rekentaal..................................................................................................................42
1.1.4 Ontwikkeling van maatbegrip...............................................................................................................42
1.1.5 Taakanalytisch model...........................................................................................................................42
1.2 Ontwikkelingsbenadering: ontwikkelingsmodel van rekenhandelingen.....................................................42
1.3 Informatieverwerkingsbenadering: cognitieve procesmodellen..................................................................43
1.3.1 Keuze oplossingsstrategie....................................................................................................................43
1.3.2 Kennis in LTG.........................................................................................................................................43
1.3.3 Theorie Overlapping Waves, Siegler.....................................................................................................44
2 Dyscalculie en cognitieve oorzaken............................................................................................................ 44
3 Diagnostiek van rekenproblemen (op orthodidactisch niveau)...................................................................45
3.1 Niveaubepaling............................................................................................................................................46
3.2 Foutenclassificatie........................................................................................................................................46
3.3 Kwalitatieve analyse....................................................................................................................................47
3.3.1 Hulpmiddelen om ontwikkeling van getalbegrip na te gaan................................................................48
4 Behandeling van rekenproblemen: taakgerichte leerhulp voor rekenen (orthodidactisch niveau)..............48
4.1 Opbouwmethodiek.......................................................................................................................................48
4.2 Strategiemethodiek......................................................................................................................................49
4.3 Inprentingsmethodiek..................................................................................................................................49
4.4 Video.............................................................................................................................................................49
1 Leerproblemen als opvoedingsproblemen................................................................................................. 50
1.1 Screening van probleemgedrag: moeilijke domeinen/ symptomen (ASEBA)..............................................50
2 Leerproblemen en gedrags- en emotionele problemen..............................................................................50
3 Acceptatie van stoornis/ handicap............................................................................................................. 51
4 Impacten (van eender welke ‘hobbel’) op…...............................................................................................52
4.1 Impact op opvoedingsrelatie........................................................................................................................52
4.2 Impact op personen van ouders...................................................................................................................52
3
, 4.3 Impact op partnerrelatie..............................................................................................................................52
4.4 Impact op broers en zussen..........................................................................................................................53
4.5 Impact op sociale context............................................................................................................................53
5 Leerproblemen orthodidactisch bekeken................................................................................................... 53
5.1 Preventieve maatregelen.............................................................................................................................54
1 Interventie bij leerproblemen.................................................................................................................... 55
1.1 Taakgerichte leerhulp (remediëren).............................................................................................................55
1.2 Orthodidactisch handelingsplan..................................................................................................................55
1.2.1 Orthodidactische onderdelen...............................................................................................................55
1.2.2 Orthodidactische behandelprincipes....................................................................................................55
1.2.3 Hulpmaatregelen (REDICODIS).............................................................................................................56
1.3 Taakgerichte leerhulp: lezen........................................................................................................................56
2 Aanpak van leerproblemen....................................................................................................................... 56
2.1 Wie biedt hulp?............................................................................................................................................57
2.2 Dwaalwegen.................................................................................................................................................58
2.3 Dwaalwegen kunnen toch effectief zijn door...............................................................................................58
4
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller samenvattingenpw. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $8.02. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
52510 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now