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Samenvatting - Onderwijspsychologie En Leerstoornissen
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samenvatting onderwijspsychologie en leerstoornissen academiejaar . Kan dat kleine aanpassingen (typfoutjes, etc.) nog gedaan worden
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ONDERWIJSPSYCHOLOGIE ENLEERSTOORNISSEN
samenvatting
Abstract
Samenvatting van de hoorcolleges van academiejaar 2022-2023
Justine Michiels
,Contents
1. Inleiding leerstoornissen en onderwijspsychologie...........................................................................5
1.1. Leerstoornis................................................................................................................................5
1.2. Impact.........................................................................................................................................8
1.3. Praktijk........................................................................................................................................9
1.4. Onderwijspsychologie...............................................................................................................10
2. Het dyslexiedebat............................................................................................................................14
2.1. Populair beeld van dyslexie.......................................................................................................14
2.2. Het begrip dyslexie...................................................................................................................14
2.3. Afbakening specifieke groep dyslectici.....................................................................................15
2.3.1. Recente RTI-modellen (Fuchs & Fuchs)..............................................................................17
2.3.2. Discrepantiecriterium........................................................................................................17
2.4. Bestaat er zoiets als een dyslexie-specifieke achterliggende stoornis?....................................19
2.4.1. Hersenen............................................................................................................................19
2.4.2. Genen................................................................................................................................19
2.4.3. Besluit achterliggende stoornis..........................................................................................20
2.5. Problemen verbonden met niet-wetenschappelijke connotaties.............................................20
2.6. Intergenerationele multiple deficit model (de verklaringsniveaus)..........................................21
2.7. Hoe het brein in kaart brengen?...............................................................................................23
3. Cognitieve oorzaken achter dyslexie................................................................................................25
3.1. Klassieke visie...........................................................................................................................26
3.2. Multifactoriaal verklaringsmodel..............................................................................................27
3.2.1. Fonologisch bewustzijn......................................................................................................27
3.2.2. Verbale kortetermijngeheugen..........................................................................................29
3.2.3. Letterkennis.......................................................................................................................29
3.2.4. Snelbenoemen...................................................................................................................29
3.2.5. Visuele aandacht spanne (VAS) hypothese........................................................................30
3.2.6. Defect in impliciet volgorde leren......................................................................................30
4. Lees(ontwikkelings)theorieën..........................................................................................................31
4.1. Theorethische modellen van lezen...........................................................................................31
4.1.1. Standaardmodel (twee-route model, Coltheart)...............................................................31
4.1.2. Interactieve-activatiemodel (IAM) (McClelland & Rumelhart)...........................................33
4.1.3. Connectionistisch model (Van Orden)...............................................................................34
4.2. Leesontwikkelingstheorieën.....................................................................................................34
4.2.1. Fasetheorie van Frith.........................................................................................................34
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, 4.2.2. Leesstadia Ehri...................................................................................................................35
4.2.3. Self-teaching hypothese (Share)........................................................................................37
5. Hoogbegaafdheid.............................................................................................................................37
5.1. Prevalentie................................................................................................................................37
5.2. Intelligentie: CHC-model (Catell-Horn-Caroll)...........................................................................39
5.3. Definitie....................................................................................................................................39
5.3.1. Mönks & Mason.................................................................................................................41
5.3.2. Multifactorenmodel (Heller)..............................................................................................41
5.3.3. Delphi-model (Kooijman-van thiel)....................................................................................42
5.3.4. Groeimodel (Kieboom & Venderickx)................................................................................42
5.3.5. Risico of sterkte..................................................................................................................43
5.3.6. Verschillende domeinen....................................................................................................43
5.3.7. Typisch beeld.....................................................................................................................44
5.4. Hoogbegaafdheid herkennen...................................................................................................44
5.5. Omgeving..................................................................................................................................46
5.5.1. Tips.....................................................................................................................................46
5.5.2. Praktijk...............................................................................................................................47
5.5.3. Ongelijke kansen................................................................................................................47
6. Zittenblijven.....................................................................................................................................48
6.1. Zittenblijven in vraag gesteld....................................................................................................48
6.2. Denkkaders...............................................................................................................................49
6.3. Bredere context........................................................................................................................49
6.4. Onderzoek naar zittenblijven....................................................................................................50
6.4.1. Leeftijdsvergelijking of jaarklasvergelijking........................................................................51
6.5. Varianten & alternatieven van zittenblijven.............................................................................56
7. Inclusief onderwijs & gelijke onderwijskansen................................................................................57
7.1. Perspectieven op inclusie: de geschiedenis als leidraad...........................................................57
7.1.1. Uitsluiting...........................................................................................................................57
7.1.2. Scheiding...........................................................................................................................57
7.1.3. Normalisatie – integratie...................................................................................................58
7.1.4. Inclusie...............................................................................................................................58
7.2. Inclusie vs. gelijke onderwijskansen..........................................................................................59
7.2.1. Gelijke onderwijskansen: klasniveau..................................................................................59
7.2.2. Gelijke onderwijskansen: schoolniveau.............................................................................59
7.2.3. Gelijke onderwijskansen: individueel niveau.....................................................................60
7.3. Eerste stap naar gelijke onderwijskansen?...............................................................................60
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, 7.3.1. Mindset als basis voor gelijke onderwijskansen.................................................................60
7.4. Conclusie...................................................................................................................................61
8. Dyscalculie.......................................................................................................................................61
8.1. Definitie....................................................................................................................................61
8.2. Rekenprocesonderzoek............................................................................................................63
8.3. Dyscalculie onderwijs................................................................................................................64
8.4. 4 fenotypes...............................................................................................................................64
8.4.1. Subtypes............................................................................................................................64
8.4.2. Onderzoek subtypes..........................................................................................................65
8.4.3. Comorbide stoornissen......................................................................................................65
8.5. Verklaring..................................................................................................................................65
8.5.1. Intergenerationele multiple deficit model.........................................................................65
8.5.2. Genetisch...........................................................................................................................66
8.5.3. Neuronaal netwerk............................................................................................................66
8.5.4. Meta-cognitieve factoren..................................................................................................67
8.5.5. Primaire verklarende factoren...........................................................................................67
8.5.6. Secundaire verklarende factoren.......................................................................................69
8.6. Dyscalculie doorheen de levensloop.........................................................................................70
8.6.1. Rekenontwikkeling.............................................................................................................70
8.6.2. Ontwikkeling dyscalculie....................................................................................................70
8.7. Theoretische modellen.............................................................................................................71
9. Metacognitie in het leerproces........................................................................................................73
9.1. Leren.........................................................................................................................................73
9.2. Metacognitie.............................................................................................................................74
9.2.1. Definitie.............................................................................................................................74
9.2.2. Neurowetenschappelijk onderzoek...................................................................................75
9.2.3. Ontwikkeling......................................................................................................................75
9.2.4. Grote onderzoeksuitdaging................................................................................................75
9.3. Leren en metacognitie..............................................................................................................77
9.4. Complex samenspel van factoren.............................................................................................77
10. Didactiek van lezen en rekenen.....................................................................................................78
10.1. Didactiek.................................................................................................................................78
10.2. Leren rekenen.........................................................................................................................79
10.3. Leren lezen..............................................................................................................................81
10.3.1. Methoden........................................................................................................................81
10.3.2. Leesmodellen...................................................................................................................83
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