Summary

samenvatting Onderwijspsychologie en leerstoornissen

0 purchase

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...

[Show more]

Last document update: 8 months ago

Preview 4 out of 135 pages

View example

Uploaded on June 3, 2024
File latest updated on June 4, 2024
Number of pages 135
Written in 2023/2024
Type Summary

inleiding
dyslexiedebat
dyscalculie
zittenblijven
cognitieve oorzaken van dyslexie
leesontwikkelingentheorieën
metacognitie in het leerproces
technologie in het onderwijs
inclusief onderwijs en gelijk

Institution
Vrije Universiteit Brussel (VUB)
Education
Psychologie
Course
Onderwijspsychologie en leerstoornissen

$8.27

Also available in package deal from $11.87

Add to cart

Add to wishlist

100% satisfaction guarantee
Immediately available after payment
Both online and in PDF
No strings attached

Also available in package deal (1)

voordeelbundel gezondheidspsychologie en onderwijspsychologie

$ 17.30 $ 11.87 2 items

1. Summary - Samenvatting gezondheidspsychologie
2. Summary - Samenvatting onderwijspsychologie en leerstoornissen
Show more

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

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 paulinevastenaekel. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $8.27. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

69052 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 15 years now

Start selling