samenvatting Onderwijspsychologie en leerstoornissen
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Course
Onderwijspsychologie en leerstoornissen
Institution
Vrije Universiteit Brussel (VUB)
Hallo allemaal,
Ik bied mijn uitgebreide samenvatting van het vak Onderwijspsychologie en Leerstoornissen aan. Deze samenvatting is zorgvuldig samengesteld uit zowel de PowerPoint-presentaties als mijn eigen lesnotities. Alle belangrijke punten en concepten zijn overzichtelijk per hoofdstuk same...
Table of Contents
1 H1 Inleiding...........................................................................6
1.1 Ontwikkelingsstoornis................................................................6
1.2 Leerproblemen versus Leerstoornissen.......................................7
1.3 DSM-V Criteria voor Leerstoornissen...........................................7
1.4 Dyslexie en Dyscalculie..............................................................9
1.5 (Leer)stoornis, beperking en handicap........................................9
1.6 Persoonlijke impact..................................................................10
1.7 Impact op onderwijs.................................................................10
1.7.1 Remedial teaching en behandeling..................................................................11
1.7.2 Redelijke aanpassingen...................................................................................11
1.8 Leerstoringen: theorie en praktijk.............................................12
1.9 Onderwijspsycholoog...............................................................12
1.9.1 Zeven rollen van een onderwijspsycholoog.....................................................13
1.9.2 Rolverwarring.................................................................................................. 14
1.10 Onderwijs in Vlaanderen.........................................................14
1.10.1 Issues in het Onderwijs..................................................................................14
1.10.2 Zittenblijven.................................................................................................. 15
1.10.3 Inclusief Onderwijs.........................................................................................15
1.11 Conclusie...............................................................................16
2 Het dyslexiedebat................................................................18
2.1 Populair Beeld van Dyslexie......................................................18
2.2 Het Begrip 'Dyslexie'................................................................18
2.2.1 Het Begrip ‘Dyslexie’ in Vraag.........................................................................19
2.3 Effecten op Definitie.................................................................19
2.4 Afbakening Specifieke Groep Dyslectici.....................................19
2.5 Zwak Lezen of 'Leer'-Stoornis?..................................................20
2.6 Recente RTI-Modellen (Fuchs & Fuchs)......................................20
2.7 Discrepantiemodel...................................................................21
2.7.1 Discrepantiecriterium......................................................................................21
2.7.2 Bezwaren tegen het discrepantiemodel...........................................................21
2.8 Rol van Intelligentie.................................................................21
2.9 Het Brein en Dyslexie...............................................................22
2.10 Erfelijkheid en Dyslexie..........................................................22
2.10.1 Erfelijkheidsonderzoek:..................................................................................22
2.10.2 Genetica van Leerstoornissen (Plomin & Kovas, 2005):.................................22
2.10.3 Relatie tussen Genen, Hersenmechanismen en Leerstoornissen:..................23
2.11 Besluit Achterliggende Stoornis..............................................24
2.12 Intergenerationele Multiple Deficit Model (Verklaringsniveaus) 24
2.13 Genen en Dyslexie..................................................................25
2.13.1 Genen-Omgevingsinteractie:.........................................................................25
2.13.2 Familiaal Risico-Onderzoek:...........................................................................25
pg. 1
, 2.13.3 Genetische of Culturele Transmissie:.............................................................26
2.13.4 Bestaan er Dyslexiegenen?............................................................................26
2.14 Hoe Het Brein in Kaart Brengen?.............................................26
2.14.1 MRI-Onderzoek.............................................................................................. 26
2.15 Het Brein en Dyslexie.............................................................27
2.15.1 Het Neurale Leesnetwerk...............................................................................27
2.15.2 Neurofunctionele Basis van Dyslexie.............................................................27
2.15.3 Neuroanatomische Basis van Dyslexie...........................................................28
2.16 Conclusie...............................................................................28
3 H3 cognitieve oorzaken van dyslexie.....................................29
3.1 Intergenerationeel multiple-deficit model..................................29
3.2 Denken over oorzaken..............................................................30
3.3 Klassieke visie.........................................................................30
3.3.1 Deterministische visie......................................................................................30
3.3.2 Huidige inzichten.............................................................................................30
3.4 Multifactorieel Verklaringsmodel..............................................31
3.4.1 Fonologie......................................................................................................... 31
3.4.2 Verbaal Kortetermijngeheugen (KTG)...............................................................32
3.4.3 Letterkennis..................................................................................................... 32
3.4.4 Benoemsnelheid..............................................................................................33
3.4.5 benoemsnelheid..............................................................................................33
3.4.9 Visuele Aandachtsspanne (VAS)......................................................................34
3.4.10 Impliciet Volgorde Leren................................................................................35
3.4.12 Besluit Multifactorieel Verklaringsmodel........................................................35
3.5 Conclusie.................................................................................36
4 H4 lees(ontwikkelings)theorieën...........................................37
4.1 Theoretische Modellen van Lezen..............................................37
4.1.1 Standaardmodel (Twee-Route Model, Coltheart, 1978)....................................37
4.1.2 Interactieve-Activatiemodel (IAM, McClelland & Rumelhart)............................39
4.1.3 Connectionistisch Model (Van Orden & Goldinger, 1994).................................40
4.1.4 Fonologische Codering Domineert Woordherkenning.......................................41
4.2 Leesontwikkelingstheorieën.....................................................41
5 Fasetheorie van Frith (1985).................................................42
5.1 Ontwikkelingsvolgorde.............................................................42
5.2 Kenmerken van de Fasen..........................................................42
5.2.1 Logografische Fase..........................................................................................42
5.2.2 Alfabetische Fase.............................................................................................42
5.2.3 Orthografische Fase.........................................................................................42
5.2.4 Manier waarop een woord gelezen wordt........................................................42
5.2.5 Dyslexie in de Context van Frith's Fasetheorie.................................................43
5.2.6 Ondersteuning in Elke Fase..............................................................................43
5.3 Leesstadia volgens Ehri............................................................43
5.3.2 Voorschoolse Periode.......................................................................................43
5.4 Leren Lezen.............................................................................45
5.5 Leesmethoden.........................................................................46
5.5.1 Phonics............................................................................................................ 46
5.5.2 Whole Language.............................................................................................. 46
5.5.3 Aanleren van Letter-Klank Koppelingen...........................................................47
pg. 2
, 5.5.4 Praktijk............................................................................................................. 47
5.5.5 Rol van Articulatie in Lezen..............................................................................47
5.6 Gebruik maken van Articulatie..................................................47
5.7 Handgeschreven Letters...........................................................47
5.8 Behandeling: Het Onderzoek van Slavin (2011)..........................48
5.9 Stabiliteits - Plasticiteitsdilemma..............................................48
5.10 Lexicale Asymmetrie (Compton et al., 2014)............................49
5.11 Implicaties voor (Ortho)Didactiek............................................49
5.12 Andere Principes....................................................................50
5.12.2 Self-Teaching Hypothese (Share, 1995)..........................................................50
5.12.3 Onderzoek Ter Ondersteuning van de Hypothese..........................................50
5.13 Conclusie...............................................................................51
8 H5 Gastles Elien Bellon: Metacognitie in het Leerproces.........53
8.1 Leren.......................................................................................53
8.2 Metacognitie............................................................................54
8.2.1 Wat is metacognitie?.......................................................................................54
8.2.2 Declaratieve metacognitieve kennis:...............................................................54
8.2.3 Procedurele metacognitieve vaardigheden:.....................................................54
8.2.4 Neurowetenschappelijk onderzoek:.................................................................55
8.2.5 Ontwikkeling van metacognitie:.......................................................................55
8.3 Leren en Metacognitie..............................................................56
8.4 Complex Samenspel van Factoren.............................................57
8.5 Conclusie.................................................................................58
9 H6 Dyscalculie...................................................................... 60
9.1 Definitie..................................................................................60
9.2 Dyscalculie ten opzichte van Dyslexie.......................................61
9.3 DSM-V Criteria voor Dyscalculie................................................61
9.4 Criteria Netwerk Leerproblemen Vlaanderen.............................62
9.4.1 Response to Intervention (RTI).........................................................................63
9.5 Rekenprocesonderzoek.............................................................63
9.5.2 Stappen van Rekenprocesonderzoek...............................................................64
9.6 Kenmerkende Moeilijkheden bij Dyscalculie...............................64
9.7 Dyscalculie en Onderwijs..........................................................66
9.7.2 STI CO R DI Model............................................................................................ 66
9.8 Vier Fenotypes van Dyscalculie.................................................67
9.9 Onderzoek naar Subtypes van Dyscalculie.................................68
9.10 Comorbide Stoornissen...........................................................69
9.11 Intergenerationele Multiple Deficit Model (Verklaringsniveaus) 69
9.12 Genetisch Niveau...................................................................69
9.13 Neuronaal Netwerk en Neurofunctionele Basis van Dyscalculie. 69
9.13.1 Neuronaal Netwerk........................................................................................69
9.13.2 Neurofunctionele Basis van Dyscalculie.........................................................70
pg. 3
, 9.14 Comorbiditeit.........................................................................71
9.15 (Meta)cognitieve Factoren......................................................71
9.16 Primaire Verklarende Factoren................................................72
9.17 Access Deficit en/of Defectieve Number Sense.........................72
9.18 Number Sense........................................................................73
9.19 Secundaire (Cognitieve) Verklarende Factoren.........................75
9.19.2 Math Anxiety.................................................................................................. 75
9.20 Dyscalculie Doorheen de Levensloop.......................................76
9.20.1 Vroegsignalering in de Kleuterklas................................................................76
9.20.2 Lagere School................................................................................................ 76
9.20.4 Probleemsignalen in Verschillende Leeftijden................................................77
9.21 Rol van de Omgeving..............................................................77
9.22 Theoretische Modellen van Rekenvaardigheden.......................78
9.22.2 Abstract Code Model (McCloskey et al.).........................................................78
9.22.3 Triple Code Model (Dehaene & Cohen, 1995).................................................79
9.22.4 Multiple Encoding (Campbell & Clark, 1992)..................................................79
9.22.5 Samenvatting van Theoretische Modellen.....................................................80
9.23 Rekenontwikkeling.................................................................80
9.23.1 Ontwikkeling per Leeftijdsfase.......................................................................80
9.24 Leren Rekenen: Dominante Stromingen en Leerdomeinen........81
9.24.2 Mechanistische Stroming...............................................................................82
9.24.3 Empiristische Stroming..................................................................................82
9.24.4 Structuralistische Stroming............................................................................82
9.24.5 Realistische Stroming....................................................................................83
9.24.6 Diepere Uitleg per Stroming..........................................................................84
9.25 Praktijkvoorbeelden voor Rekenonderwijs...............................87
9.26 Conclusie...............................................................................88
10 H6 zittenblijven..................................................................90
10.1 Is zittenblijven zinvol?............................................................90
10.2 Zittenblijven in vraag gesteld.................................................91
10.3 Denkkaders............................................................................92
10.3.1 Ideologische context......................................................................................92
10.3.2 Bredere context............................................................................................. 92
10.4 Onderzoek naar zittenblijven..................................................93
10.4.1 Onderzoek van Mieke Goos (2013)................................................................93
10.4.2 Lager onderwijs.............................................................................................93
10.4.3 Secundair onderwijs.......................................................................................94
10.5 Wetenschappelijke studies......................................................94
10.6 Leeftijds- of jaarklasvergelijking?............................................95
10.7 Leeftijdsvergelijking en het probleem van meetinvariantie.......95
10.8 Wetenschappelijke studies......................................................95
10.9 Selectiebias als kernprobleem.................................................96
10.9.2 Differentiërende kenmerken: (un)measured confounders..............................96
10.10 Propensity Score Matching....................................................96
pg. 4
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