Samenvatting Lezen, spellen en rekenen therapie: totaalbestand
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Course
Lezen, spellen en rekenen Therapie
Institution
Thomas More Hogeschool (tmhs)
Totaaldocument lezen, spellen en rekenen therapie. Dit document bevat:
- alle PowerPoints van HC's en OC's
- alle uitgebreide notities en voorbeelden gegeven tijdens de HC's en OC's
- verbeterde opdrachten uit de oefencolleges
- artikels op Canvas
Veronique De Nutte
Alle hoorcolleges, oefencolleges,
oplossingen, powerpoints en artikels werden
hierin verwerkt.
LEZEN, SPELLEN EN REKENEN
THERAPIE
2023-2024
0
,Inhoud
1 Algemeen (HC1 en HC 2) ........................................................................................... 6
1.1 Deel 1: Oriëntatie therapie – Aansluiting op het diagnostisch proces ............. 6
1.1.1 Aansluiting op het diagnostisch proces ....................................................... 6
1.1.2 Uitgangspunt = diagnostiek van LP: HGD (handelingsgerichte
diagnostiek) .................................................................................................................. 8
1.1.3 Zorgcontinuüm ..............................................................................................10
1.2 Deel 2: Doel en principes ....................................................................................13
1.2.1 Algemeen doel .............................................................................................13
1.2.2 Orthodidactische principes .........................................................................13
1.3 Deel 3: Kenmerken van het behandelproces ...................................................19
1.3.1 Algemene voorwaarden .............................................................................19
1.3.2 Specifieke kenmerken en fasen ..................................................................20
1.3.3 Methodische componenten .......................................................................23
1.3.3.1 Doelbepaling .........................................................................................23
1.3.3.2 Instructie principes .................................................................................25
1.3.3.3 Interventie principes ..............................................................................26
1.3.3.4 Feedback principes ...............................................................................30
1.3.3.5 Methodes en materialen ......................................................................31
1.3.3.6 Ondersteuning op school (STICORDI) ..................................................31
1.3.3.6.1 Stimuleren ............................................................................................32
1.3.3.6.2 Compenseren .....................................................................................34
1.3.3.6.3 Differentiëren ......................................................................................35
1.3.3.6.4 Remediëren.........................................................................................36
1.3.3.6.5 Dispenseren .........................................................................................36
1.3.3.7 Evaluatie van de therapie ....................................................................36
1.3.4 Bijkomende componenten ..........................................................................37
1.3.4.1 Beleving en zelfvertrouwen: Psycho-educatie ....................................37
1.3.4.2 Motivatie.................................................................................................44
1.3.4.3 Rol van ouders (ouderbegeleiding) .....................................................45
1.3.4.4 Meertaligheid .........................................................................................49
1.3.4.5 Diversiteit.................................................................................................51
1.3.4.6 Telelogopedie ........................................................................................51
2 Therapie technisch lezen (HC3 en HC4) ...................................................................52
2.1 Algemene principes therapie technisch lezen .................................................54
2.1.1 Het alfabetische principe.............................................................................54
2.1.2 Het aanleren van TKK ...................................................................................55
2.1.2.1 Letterkennis + fonemisch bewustzijn ....................................................56
1
, 2.1.2.2 Rol van articulatie ..................................................................................56
2.1.2.3 Handgeschreven letters ........................................................................56
2.1.2.4 Klankeigenschappen ............................................................................57
2.1.3 Orthografisch leren .......................................................................................57
2.1.3.1 Woordspecifieke kennis.........................................................................58
2.1.3.2 Inzetten op woordniveau ......................................................................58
2.1.3.3 Transfer in oefensets...............................................................................59
2.1.3.4 Zinnen en teksten ...................................................................................60
2.1.3.5 Spelling als facilitator .............................................................................60
2.1.3.6 Leesplezier en leesmotivatie .................................................................60
2.1.4 Fonemisch bewustzijn (systematic phonics instruction) .............................60
2.2 Interventieonderzoek...........................................................................................61
2.2.1 Drie sleutelcomponenten meest succesvolle interventies ........................61
2.2.2 De rol van foneembewustzijn bij remediëren leesvaardigheid ................62
2.3 Van behandelplan naar therapie technisch lezen ..........................................63
2.3.1 Algemene principes van een Behandelplan (Tom Braams) .....................63
2.3.2 Richtlijnen voor BP technisch lezen .............................................................64
2.3.2.1 Behandeldoelen lange termijn (perspectief logopedist) ...................64
2.3.2.2 Topics ......................................................................................................66
2.3.2.3 Niveaus ...................................................................................................67
2.3.2.4 Interventies .............................................................................................67
2.3.2.5 Materiaal ................................................................................................73
2.3.2.5.1 Leesinterventie programma ..............................................................73
2.3.2.5.2 Codekraker (connectionisme/integratief model) ...........................74
2.3.2.5.3 Codezetter ..........................................................................................75
2.3.2.5.4 Help, ik zoek woordstructuur ..............................................................76
2.3.2.5.5 Speciale leesbegeleiding ..................................................................76
2.3.2.5.6 RALFI.....................................................................................................77
2.3.2.5.7 Connect ..............................................................................................77
2.3.2.5.8 Estafette...............................................................................................78
2.3.2.5.9 De leesvrienden ..................................................................................79
2.3.2.5.10 REM-reeks ..........................................................................................79
2.3.2.5.11 ’t Denkertje ........................................................................................80
2.3.2.5.12 Zoeklicht/zoeklicht plus ....................................................................81
2.3.2.5.13 Computer in therapie .......................................................................81
2.3.2.6 Evaluatie/follow-up................................................................................81
3 Therapie spelling (HC5 en HC6) .................................................................................82
3.1 Inleiding ................................................................................................................82
2
, 3.2 Basis voor therapie spelling (Versmeltingstheorie van Ehri) ..............................83
3.2.1 Principes therapie spelling ...........................................................................83
3.2.1.1 Uitgangspunten Logopedist .................................................................85
3.2.1.2 Uitgangspunten omgeving ...................................................................87
3.2.1.3 Belangrijke elementen ..........................................................................87
3.2.1.4 Eigen spellingkennis activeren ..............................................................87
3.2.1.5 Een spellingtraining kent verschillende fasen ......................................88
3.2.2 Kern = problematiseren en structuur aanbieden .......................................88
3.2.3 Richtlijnen behandelingsplan spelling .........................................................92
3.2.3.1 Doelen ....................................................................................................92
3.2.3.2 Topics (Ruijssenaars) ..............................................................................93
3.2.3.3 Niveaus ...................................................................................................95
3.2.3.4 Interventies .............................................................................................95
3.3 Therapiemateriaal ...............................................................................................96
3.3.1 Schrijfpoort.....................................................................................................97
3.3.2 Spelling in de lift ............................................................................................98
3.3.3 Spelling in de lift plus .....................................................................................98
3.3.4 Werkwoordspelling in de lift .........................................................................98
3.3.5 Werkwoordspelling in de lift plus ..................................................................99
3.3.6 Remediërend spellingprogramma Zuidvallei .............................................99
3.3.7 REM-reeks ....................................................................................................100
3.3.8 Speciale spellingbegeleiding ....................................................................101
3.3.9 Letterkabouter ............................................................................................101
3.3.10 Als spelling een kwelling is ..........................................................................101
3.3.11 7 x spellen ....................................................................................................103
3.3.12 Spelling totaal .............................................................................................103
3.3.13 Computerprogramma edurom (voor thuis) .............................................104
3.3.14 Computerprogramma Dainamic ..............................................................104
4 Therapie begrijpend lezen (HC 7) ...........................................................................105
4.1 Problemen met begrijpend lezen effectief aanpakken: het belang van ‘wat’
en ‘hoe’.........................................................................................................................106
4.1.1 Directe instructiemodel ..............................................................................106
4.1.2 Denkcategorieën van begrijpend lezen (De Paep en Van Vreckem) ..107
4.1.2.1 Verbaal begrip .....................................................................................107
4.1.2.2 Interpretatie: meso- en macroniveau ................................................108
4.1.2.2.1 Interpretatie op mesoniveau ...........................................................108
4.1.2.2.2 Interpretatie op macroniveau .........................................................110
4.1.2.3 Extrapolatie ..........................................................................................111
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