Summary
Samenvatting leerstoornissen
- Course
- Institution
Alle lessen Grondige uitwerking
[Show more]
Seller
Follow
jolienvullers
Reviews received
Content preview
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
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller jolienvullers. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $16.84. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
67232 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now