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Samenvatting Ontwikkelingsstoornissen 2: Leesstoornissen / Dyslexie
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Samenvatting van de cursus en de lessen van leesstoornissen (dyslexie) binnen ontwikkelingsstoornissen 2.
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Hogeschool GentOntwikkelingsstoornissen
2
Leesstoornissen
2021 – 2022
,Inhoud
Herhaling basiskennis OS1 ................................................................................................................................................ 3
Definitie dyslexie: .......................................................................................................................................................... 3
Netwerk leerproblemen Vlaanderen 2014 ............................................................................................................... 3
Criteria diagnostisering dyslexie ............................................................................................................................... 3
Prevalentie dyslexie ...................................................................................................................................................... 3
Comorbiditeit dyslexie .................................................................................................................................................. 3
Verklaringsmodellen ..................................................................................................................................................... 4
Kenmerken .................................................................................................................................................................... 4
Vroege signalen ......................................................................................................................................................... 5
Belangrijkste voorspellers, naast erfelijk component, en taalvaardigheid, zijn: ...................................................... 5
ASSESSMENT / DIAGNOSTIEK van dyslexie ....................................................................................................................... 5
Doel diagnostiek............................................................................................................................................................ 5
Doel onderzoek ............................................................................................................................................................. 5
Onderzoeksprotocol...................................................................................................................................................... 5
fasen onderzoek ............................................................................................................................................................ 6
Onderzoek in ICF-perspectief........................................................................................................................................ 6
ICF is een kader ......................................................................................................................................................... 7
Dyslexie en ICF .............................................................................................................................................................. 7
Diagnostiek.................................................................................................................................................................... 7
Intakegesprek – anamnese ....................................................................................................................................... 8
Coping-strategieën .................................................................................................................................................... 9
Onderzoeksfase......................................................................................................................................................... 9
Logopedisch onderzoek dyslexie .............................................................................................................................. 9
Fonologische vaardigheden .................................................................................................................................... 10
G-F koppeling: accuraatheid en tempo! ................................................................................................................. 10
Diagnostische instrumenten Dyslexie ............................................................................................................................. 10
Logopedisch onderzoek Dyslexie ................................................................................................................................ 10
Diagnostiek technisch lezen ........................................................................................................................................ 11
Basisvoorwaarden onderzoeken................................................................................................................................. 11
Grafeem-foneemkoppeling......................................................................................................................................... 14
Woordniveau .............................................................................................................................................................. 14
Tekstniveau ................................................................................................................................................................. 16
Dyslexie Screening Test................................................................................................................................................... 18
LVT leestaalvaardigheidstest (Niessen en Boey, 2015)................................................................................................... 18
Onderdelen ................................................................................................................................................................. 18
Overzicht: wijze van afname ....................................................................................................................................... 19
Naast leesfouten en leessnelheid ook kijken naar leesgedrag en compensatiegedrag ............................................. 19
Invullen formulieren ................................................................................................................................................... 20
, Overzicht ..................................................................................................................................................................... 20
LAT Leesattitudetest (Boey en Niessen, 2015) ............................................................................................................... 20
Keuze tests? .................................................................................................................................................................... 20
Keuze tests: limitatieve lijst RIZIV ............................................................................................................................... 21
RIZIV bepalingen ............................................................................................................................................................. 21
onderscheid tussen diagnose – RIZIVbepalingen ....................................................................................................... 22
Kwantitatieve analyse - testscores ................................................................................................................................. 22
Kwalitatieve analyse ....................................................................................................................................................... 22
Foutenclassificatie: uitgangspunten ........................................................................................................................... 23
Foutencategorieën .................................................................................................................................................. 23
Leesstrategie bepalen: ................................................................................................................................................ 23
Boone: classificatieschema ..................................................................................................................................... 24
Behandeling .................................................................................................................................................................... 24
Algemene doelen dyslexiebehandeling ...................................................................................................................... 24
Transactioneel kader................................................................................................................................................... 25
Voorwaarden terugbetaling en organisatie van de therapie...................................................................................... 26
Terugbetaling aanvragen ............................................................................................................................................ 27
Behandeling ................................................................................................................................................................ 27
Doelstellingen behandeling dyslexie........................................................................................................................... 27
Leestherapie: EBP-principes ....................................................................................................................................... 28
EBP-principes voor effectieve therapie: ................................................................................................................. 28
Herhaald lezen ........................................................................................................................................................ 28
Directe instructie..................................................................................................................................................... 29
Strategie-instructie ................................................................................................................................................. 29
Begeleid hardop lezen............................................................................................................................................. 29
Therapeutisch shoppen en mogelijke dwaalwegen................................................................................................ 30
NIET EVIDENCE BASED ................................................................................................................................................ 30
CONNECT..................................................................................................................................................................... 30
Connect Klanken en letters (begin 1ste lj) .............................................................................................................. 30
Connect Woordherkenning (midden - eind 1ste lj) ................................................................................................ 31
Connect Vloeiend lezen (2e lj) ................................................................................................................................ 31
CONNECTRIJTJES ..................................................................................................................................................... 32
RALFI ........................................................................................................................................................................... 32
Zwakke lezers op hoog niveau laten lezen.............................................................................................................. 33
Directe en positieve feedback is essentieel bij RALFI ............................................................................................. 33
, Leerstoornissen: leesstoornissen A.K.A. dyslexie
Herhaling basiskennis OS1
Definitie dyslexie:
• Verschillende definities
• Stichting Dyslexie Nederland (2008):
"dyslexie is een stoornis die gekenmerkt wordt door een hardnekkig probleem met het aanleren en het accuraat
en/of vlot toepassen van het lezen en/of spellen op woordniveau“
• criterium van achterstand of ernst (pc <10) of ongeveer -1,5 SD
• criterium van didactische resistentie (minstens 6 maand remediëring bovenop kwalitatief goed
leesonderwijs en extra zorginterventies gegeven door de school)
• criterium van exclusiviteit
o Uitsluiten van alternatieve verklaringen
o Vaststellen van comorbiditeit
Netwerk leerproblemen Vlaanderen 2014
• Volgen definitie van SDN, maar focussen eveneens op automatiseringsaspect
• Volgens hen blijken de automatiseringsproblemen uit een daling van kwaliteit van taakuitvoering bij
taakverzwaring (door bijv. verhogen tijdsdruk of interfererende (dubbel)taken)
Criteria diagnostisering dyslexie
• Achterstandscriterium
=ERNST
o Klinische scores (< pc 10, -1,5 SD)
• Hardnekkigheidscriterium =didactische resistentie (RTI)
o RTI: respons-to-intervention principe
o Taakspecifieke interventie gedurende minstens (3 à) 6 md → zeer subjectief, geen richtlijn hoe de
hulp eruit moet zien
• Exclusiecriterium
o Niet volledig te verklaren door andere oorzaken,
problemen ernstiger dan men zou kunnen verwachten op basis van ongunstige condities
Prevalentie dyslexie
• schattingen van 2 à 10%
→ afhankelijk taal (transparantie – koppeling klank/teken)
• Blomert (Nederland) spreekt van 3% hardnekkige leesstoornissen
• Meer jongens dan meisjes
o Vroeger dacht men 4:1
o Nu verhouding 1,2 – 1,6:1
Comorbiditeit dyslexie
Dyslexie komt vaak voor samen met:
• Dyscalculie:
o Sterke genetische overlap tussen beide leerstoornissen
o 56% van kinderen met dyslexie heeft rekenproblemen
o 43% van kinderen met dyscalculie heeft lees/spellingproblemen
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