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Samenvatting leerstoornissen
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Alle lessen Grondige uitwerking
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LEERSTOORNISSENInhoudstafel
Leerstoornissen ....................................................................................................................................................... 1
Inhoud vak ........................................................................................................................................................... 8
Doelstellingen ..................................................................................................................................................... 9
Koppeling lessen – reader ................................................................................................................................... 9
Evaluatie .............................................................................................................................................................. 9
Theorie dyslexie .................................................................................................................................................. 9
Tini – 2e leerjaar: LVS Spelling M2 ..................................................................................................................... 10
Kwantitatieve analyse ................................................................................................................................... 10
Kwalitatieve analyse ...................................................................................................................................... 10
Spp fase 2 – normale ontwikkeling spelling .............................................................................................. 10
3. Spellingscategorieën ............................................................................................................................. 11
Les 2: theorie van dyslexie ................................................................................................................................ 11
1.Wat is dyslexie............................................................................................................................................ 11
Herken je dyslexie aan typische fouten? ................................................................................................... 11
Meer dan lezen en spellen? ...................................................................................................................... 12
Plaats in de juiste volgorde (1 = meeste moeite, 4 = minste moeite) ....................................................... 12
Meer dan lezen en spellen ........................................................................................................................ 12
Moeilijkheden bij het volgen van lessen ............................................................................................... 13
Moeilijkheden bij het verwerken van de leerstof ................................................................................. 13
Moeilijkheden bij opdrachten en examens ........................................................................................... 14
Andere moeilijkheden ........................................................................................................................... 14
Voorkomen/prevalentie dyslexie .............................................................................................................. 14
2.Dyslexie vaststellen .................................................................................................................................... 15
3criteria ..................................................................................................................................................... 15
Achterstandscriterium .......................................................................................................................... 15
Hardnekkigheidscriterium ..................................................................................................................... 15
Exclusiecriterium ................................................................................................................................... 16
Dyslexie aparte categorie? ........................................................................................................................ 16
DSM 5: specifieke leerstoornis .................................................................................................................. 17
3.Dyslexie verklaren ...................................................................................................................................... 18
Wat vooraf gaat aan lezen en spellen ....................................................................................................... 18
De basis van leren lezen ............................................................................................................................ 19
Spellen en klank – tekenkoppeling ............................................................................................................ 20
Ontwikkeling schrijven .............................................................................................................................. 20
1
, Verklaring .................................................................................................................................................. 20
A. Genetica/ erfelijk .............................................................................................................................. 21
B. Neurobiologie.................................................................................................................................... 22
C. Cognitie ............................................................................................................................................. 23
Les 3 – 4 & 5: diagnostiek dyslexie .................................................................................................................... 26
1.Diagnostiek................................................................................................................................................. 27
2.Intakefase ................................................................................................................................................... 28
3.Strategiefase .............................................................................................................................................. 29
4.Onderzoeksfase .......................................................................................................................................... 30
4.1 Onderzoeksinstrumenten selecteren .................................................................................................. 30
Keuze onderzoeksmiddelen .................................................................................................................. 30
Enkele voorbeelden Technisch lezen .................................................................................................... 30
LVS VCLB Lezen.................................................................................................................................. 30
Een-minuut-test (Brus & Voeten, 1999; normen Kuypers e.a., 2003) .............................................. 31
Klepel (van den Bos et al., 1999; normen Kuypers e.a., 2003) .......................................................... 31
Todio-L (Van Rompaey,& Vandenberghe, 2014) ............................................................................... 32
Woordleestoets Frans (Steenbeek-Planting et al., 2008).................................................................. 32
Woordleestoets Engels (Steenbeek-Planting et al., 2008) ................................................................ 33
Voorleestekst .................................................................................................................................... 33
Stilleestoets Hoe gevaarlijk is een tekenbeet? (Protocol Dyslexie Voortgezet Onderwijs, 2005) ..... 34
Voorbeeld begrijpend lezen .................................................................................................................. 34
Vlaamse Test Begrijpend Lezen (VTBL) ............................................................................................. 34
Enkele voorbeelden spellen .................................................................................................................. 35
Spellingtest voor kinderen van het eerste tot het zesde leerjaar (ST 1-6) ........................................ 35
LVS-VCLB Spelling (1-6) ..................................................................................................................... 35
PI-dictee ............................................................................................................................................ 35
Test geautomatiseerd spellen (TASP)................................................................................................ 36
Enkele voorbeelden technisch lezen & spellen ..................................................................................... 36
IDAA................................................................................................................................................... 36
Test voor gevorderd lezen en spellen: Gl&schr ................................................................................ 37
Voorbeeld Cognitief profiel ................................................................................................................... 38
CHC-model (Cattell-Horn-Caroll model) ............................................................................................ 38
CHC batterij ....................................................................................................................................... 38
Enkele voorbeelden fonologische vaardigheden .................................................................................. 38
CHC-model (Cattell-Horn-Caroll model) ............................................................................................ 38
Spoonerism ....................................................................................................................................... 39
Klanksplitsing en letterverwisseling .......................................................................................................... 39
2
, 4.2 Onderzoeksinstrumenten afnemen en scoren.................................................................................... 40
Kwantitatieve/kwalitatieve analyse ...................................................................................................... 40
Kwalitatieve analyse lezen ................................................................................................................ 41
Kwalitatieve analyse Spellen ............................................................................................................. 43
5.Integratie & indicatiestelling ...................................................................................................................... 48
Les 6: indicering dyslexie ................................................................................................................................... 51
6.1 Indiceringsfase ........................................................................................................................................ 51
Wat na een diagnose? ............................................................................................................................... 52
Hulp binnen de school........................................................................................................................... 52
6.1.1 Integratie .......................................................................................................................................... 63
6.1.2 Indicatiestelling ................................................................................................................................ 63
6.1.3 Aanbevelingen en maatregelen ....................................................................................................... 63
Hulp buiten de school ........................................................................................................................... 64
Samengevat ....................................................................................................................................................... 65
6.2 Adviesfase ............................................................................................................................................... 66
Les 7: gastcollege therapie dyslexie → rol van de logopedist binnen LS .......................................................... 67
Inleiding ......................................................................................................................................................... 67
LOGO + LS ...................................................................................................................................................... 67
Doel van een dyslexiebehandeling… ............................................................................................................. 68
Wat met dyscalculie? .................................................................................................................................... 70
De logopedische behandeling ....................................................................................................................... 70
Van diagnose naar behandeling .................................................................................................................... 71
Wat? Goalsetting........................................................................................................................................... 73
Hoe? instructieprincipes ............................................................................................................................... 73
Technisch lezen ................................................................................................................................................. 76
Videofragment therapie TL ........................................................................................................................... 76
Spelling .............................................................................................................................................................. 76
Videofragment therapie SP ........................................................................................................................... 76
Rekenen ............................................................................................................................................................ 77
Vreemde talen ................................................................................................................................................... 77
Orthografische transparantie van een taal ................................................................................................... 77
Opdracht! ...................................................................................................................................................... 78
Voorbeeld KTK-LIJST – op maat! ............................................................................................................... 79
De logopedische behandeling: compenseren ............................................................................................... 80
Les 8: theorie dyscalculie .................................................................................................................................. 81
1.Rekenen en numerieke cognitie ................................................................................................................ 81
Rekenen .................................................................................................................................................... 82
3
, Getallen ..................................................................................................................................................... 82
Rekenen is meer ........................................................................................................................................ 83
Cognitieve componenten rekenen ............................................................................................................ 83
Beïnvloedende factoren ............................................................................................................................ 83
Neurale netwerken rekenen ..................................................................................................................... 84
2.Typische rekenontwikkeling ....................................................................................................................... 84
Voorbereidende (Reken)Vaardigheden .................................................................................................... 85
Piagetiaanse vaardigheden ................................................................................................................... 85
Aangeboren begrip van aantal .............................................................................................................. 85
Subitizing ............................................................................................................................................... 85
Koppeling aantal-symbool ..................................................................................................................... 86
Tellen ..................................................................................................................................................... 86
Tellen: principes ................................................................................................................................ 86
Samengevat ............................................................................................................................................... 86
Specifieke rekenvaardigheden .................................................................................................................. 87
Conceptuele kennis: wat? ..................................................................................................................... 88
Procedurele kennis en vaardigheden: hoe? .......................................................................................... 88
Feitenkennis .......................................................................................................................................... 88
Samengevat ............................................................................................................................................... 88
Toegepaste rekenvaardigheden ................................................................................................................ 89
Compenserende rekenvaardigheden ........................................................................................................ 89
Beïnvloedende (cognitieve) vaardigheden ................................................................................................ 90
Psychosociale factoren .............................................................................................................................. 90
3.Wat is dyscalculie (niet) ............................................................................................................................. 91
3criteria ..................................................................................................................................................... 91
Onderkenning dyscalculie ......................................................................................................................... 92
Kernmoeilijkheden dyscalculie .................................................................................................................. 92
“Hoe vaak komt dyscalculie voor?” ........................................................................................................... 93
“Ik hoorde dat er verschillende soorten dyscalculie bestaan, klopt dat? ................................................. 94
4.Wat is de oorzaak van dyscalculie? ............................................................................................................ 95
Waar loopt het mis? .................................................................................................................................. 95
Oorzaken ................................................................................................................................................... 95
“Is dyscalculie erfelijk?” ............................................................................................................................ 96
Les 9 – 10 – 11: diagnostiek dyscalculie ............................................................................................................ 99
1.Diagnostiek................................................................................................................................................. 99
3 criteria .................................................................................................................................................. 100
2.Intakefase ................................................................................................................................................. 100
4
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