Summary
Samenvatting Ontwikkelingsstoornissen 1: Leerstoornissen
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Samenvatting van de cursus en de lessen omtrent leerstoornissen (dyscalculie en spellingstoornissen) binnen Ontwikkelingsstoornissen 1.
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Hogeschool GentOntwikkelingsstoornissen
1
Leerstoornissen
2021 - 2022
,Inhoud
Terminologie ..................................................................................................................................................................... 3
Kenmerken van dyslexie / dysorthografie ........................................................................................................................ 4
Didactische spellingsprincipes .......................................................................................................................................... 4
Spellingvaardigheden ........................................................................................................................................................ 6
Aanvankelijk spellen (Struiksma) .................................................................................................................................. 6
Gevorderd spellen ......................................................................................................................................................... 6
Henneman ................................................................................................................................................................. 6
Luc Koning ................................................................................................................................................................. 7
Spellingproblemen ............................................................................................................................................................ 7
Algemene problemen ................................................................................................................................................... 7
Specifieke problemen bij klankzuivere woorden .......................................................................................................... 8
Problemen bij niet-klankzuivere woorden.................................................................................................................... 8
Foutenclassificaties ........................................................................................................................................................... 8
Specifieke symptomatologie ......................................................................................................................................... 8
Op letter-klankniveau ............................................................................................................................................... 8
Op niveau van eenlettergrepige woorden ................................................................................................................ 8
Op niveau van twee- en meerlettergrepige woorden .............................................................................................. 8
Op zinsniveau ............................................................................................................................................................ 9
Foutenclassificatie van Gheysen ................................................................................................................................... 9
Rekenen .......................................................................................................................................................................... 10
Benadering rekenen .................................................................................................................................................... 10
1. Handelingsleerpsychologie ............................................................................................................................. 10
2. Informatieverwerkingstheorie ........................................................................................................................ 10
3. Rekenen als een probleemoplossend proces ................................................................................................. 10
Voorbereidende rekenvaardigheid ............................................................................................................................. 10
Getalbegrip.............................................................................................................................................................. 11
Traditionele rekenvoorwaarden ............................................................................................................................. 11
Kwantitatieve taal ................................................................................................................................................... 11
Ontwikkelingslijn voorbereidend rekenen .............................................................................................................. 11
Rekenrijpheid .............................................................................................................................................................. 11
Van Gelder .............................................................................................................................................................. 12
Stoffelen .................................................................................................................................................................. 12
Risicosignalen .............................................................................................................................................................. 12
Verklaringsmodellen rekenproblemen ........................................................................................................................... 13
Cognitieve deelhandelingen van het rekenen ............................................................................................................ 13
Intelligentie ................................................................................................................................................................. 13
Geheugen .................................................................................................................................................................... 13
1
, Taakgerichtheid, concentratie en motivatie ............................................................................................................... 13
Verbale vaardigheden ................................................................................................................................................. 13
Didactisch handelen .................................................................................................................................................... 14
Conceptueel model rekenen ....................................................................................................................................... 14
Dyscalculie....................................................................................................................................................................... 14
Prevalentie .................................................................................................................................................................. 14
Definities ..................................................................................................................................................................... 15
ICF............................................................................................................................................................................ 15
DSM-V “specific learning disorder” (→ lezen, rekenen als spelling) .................................................................. 15
Cooreman................................................................................................................................................................ 16
Beschrijvende definitie volgens Desoete (2013)..................................................................................................... 16
Definitie volgens Ruijssenaars (2004) ..................................................................................................................... 16
Dyscalculiekenmerken ................................................................................................................................................ 17
Subtypes dyscalculie ................................................................................................................................................... 17
Desoete ................................................................................................................................................................... 17
Signaleringslijst dyscalculie ......................................................................................................................................... 18
Algemeen ................................................................................................................................................................ 18
Onderbouw ............................................................................................................................................................. 18
Middenbouw / bovenbouw .................................................................................................................................... 18
Aanvullende kenmerken ......................................................................................................................................... 18
Fouten analyseren .......................................................................................................................................................... 19
Soorten problemen volgens Desoete ......................................................................................................................... 19
Foutenclassificatie van Van Gelder ............................................................................................................................. 19
Functionele fouten .................................................................................................................................................. 19
Associatieve fouten ................................................................................................................................................. 20
Samenvatting foutenclassificaties .............................................................................................................................. 20
Overzichtsschema dyscalculie......................................................................................................................................... 20
Screening......................................................................................................................................................................... 20
TEDI-MATH .................................................................................................................................................................. 20
ZAKERI-R-NL ................................................................................................................................................................ 20
Nederlandse dyscalculie screener .............................................................................................................................. 20
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