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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
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