Samenvatting Leren op School
,1
SAMENVATTING LEREN OP SCHOOL
Inhoudsopgave
Blok 1: De school als pedagogische context.....................................................3
College 1......................................................................................................................... 3
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work - André
Tricot & John Sweller (2013)........................................................................................3
Hoofdstuk 14: Didactisch en pedagogisch handelen van leerkrachten – Kees Vernooy,
Mirella van Minderhout & Helma Koomen....................................................................5
Response-to-intervention (RTI) as a model to facilitate inclusion for students with
learning and behaviour problems Michael Groschea & Robert J. Volpe (2013)............8
Oefenvragen................................................................................................................. 11
College 2....................................................................................................................... 14
Season of Birth and School Success in the Early Years of Primary Education - Pieter
Verachtert, Bieke De Fraine, Patrick Onghena & Pol Ghesquière (2010)...................15
Effectiveness of Grade Retention: A Systematic Review and Meta-Analysis - Mieke
Goos, Joana Pipa & Francisco Peixoto (2021)............................................................18
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis – Saiying
Steenbergen-Hu & Sidney M. Moon (2011)................................................................21
Casus Tessa & Amara................................................................................................ 23
Oefenvragen................................................................................................................. 24
Blok 2: Specifieke vaardigheden...................................................................27
College 3: Taal.............................................................................................................. 27
Hoofdstuk 4: Taalontwikkeling en taalproblemen – Marjolijn van Weerdenburg &
Janet G. van Hell........................................................................................................ 28
Casus Joppe............................................................................................................... 30
How Social Contexts Support and Shape Language Development - Erika Hoff (2006)
.................................................................................................................................. 31
Casus Benjamin........................................................................................................ 33
Casus Chantal........................................................................................................... 34
Casus Svetlana.......................................................................................................... 34
Oefenvragen................................................................................................................. 34
College 4: Rekenen....................................................................................................... 36
Casus Daan............................................................................................................... 40
The Development of Arithmetical Abilities - Brian Butterworth (2005)......................41
Hoofdstuk 2: Rekenen – Wied Ruijssenaars & Hans van Luit.....................................43
Flexibility and Adaptivity in Arithmetic Strategy Use: What Children Know and What
They Show - Marian Hickendorff (2022)....................................................................44
Oefenvragen................................................................................................................. 45
College 5: Zorg op school, Rekenen..............................................................................48
A Meta-Analysis of Empirical Research on Teaching Students with Mathematics
Learning Difficulties - Minyi Shih Dennis et al. (2016)...............................................49
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of
Effective Practice – Lynn S. Fuchs et al. (2008).........................................................51
Typical and atypical development of basic numerical skills in elementary school -
Karin Landerl & Christina Kölle (2009).......................................................................52
Casus Bas.................................................................................................................. 54
,2
SAMENVATTING LEREN OP SCHOOL
Oefenvragen................................................................................................................. 56
College 6: Technisch lezen............................................................................................ 59
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness,
Word Reading, and Phonics - Linnea C. Ehri (2022)...................................................59
Breaking the reading code: Letter knowledge when children break the reading code
the first year in school - Hermundur Sigmundsson, Monika Hagac, Greta Storm
Oftelanda & Trygve Solstadc (2020)..........................................................................61
Enhancing Alphabet Knowledge Instruction: Research Implications and Practical
Strategies for Early Childhood Educators - Cindy D. Jones, Sarah K. Clark & D. Ray
Reutzel (2013)........................................................................................................... 63
Orthographic Learning During Oral and Silent Reading - Peter F. de Jong & David L.
Share (2007)............................................................................................................. 64
Casus Ties................................................................................................................. 68
Casus Julian............................................................................................................... 68
Oefenvragen................................................................................................................. 68
College 7: Begrijpend lezen.......................................................................................... 71
The Simple View of Reading: Is It Valid for Different Types of Alphabetic
Orthographies? - Elena Florit & Kate Cain (2011)......................................................72
The simple view of second language reading throughout the primary grades - Ludo
Verhoeven & Jan van Leeuwe (2012).........................................................................73
Children’s Reading Comprehension Ability: Concurrent Prediction by Working
Memory, Verbal Ability, and Component Skills - Kate Cain, Jane Oakhill & Peter Bryant
University (2004)....................................................................................................... 75
Casussen................................................................................................................... 78
Oefenvragen................................................................................................................. 79
College 8: Spellen......................................................................................................... 81
Reading and Spelling Development Across Languages Varying in Orthographic
Consistency: Do Their Paths Cross? – George K. Georgiuo et al. (2019)....................82
Learning to Spell Words: Findings, Theories, and Issues - Rebecca Treiman (2017). .85
Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based
Practices - Karen R. Harris et al. (2017)....................................................................87
Oefenvragen................................................................................................................. 90
College 9: Zorg op School, Lezen en Spellen................................................................92
Early childhood educators' knowledge about language and literacy: Associations with
practice and children's learning - Shayne B. Piasta et al. (2018)...............................93
Taalontwikkeling in rijke contexten – E. van Koeven & A. Smits (2020).....................95
Casus Chantal........................................................................................................... 98
Begeleiding bij lees- en spellingsproblemen – M. van Druenen, M. Gijsel, F. Scheltinga
& L. Verhoeven (2012)............................................................................................... 99
Casus Ties en Julian................................................................................................. 102
Oefenvragen............................................................................................................... 105
College 10: Intelligentie en Dynamische Testen..........................................................109
Hoofdstuk 5: Intelligentie – Wilma C.M. Resing & Karine Verschueren.....................109
Intelligentiediagnostiek volgens het CHC-model: van theorie naar praktijk – Sofie
Wouters, Karine Verschueren en Wilma Resing.......................................................109
Hoofdstuk 6: Leervermogen – Wilma C.M. Resing...................................................115
Oefenvragen............................................................................................................... 118
, 3
SAMENVATTING LEREN OP SCHOOL
College 11: Intelligentie en Executieve Functies.........................................................120
Interventies in het onderwijs: Leerproblemen – Lianne Hoogeveen & Stijn Smeets
(2016)..................................................................................................................... 120
Cognitieve beperkingen – Albert Ponsioen & Annie de Groot (2016).......................123
Casus Anna............................................................................................................. 125
Hoofdstuk 8: Executieve functies – Dieter Baeyens & Mariëtte Huizinga.................126
Oefenvragen............................................................................................................... 130
Antwoorden oefenvragen............................................................................133
College 1..................................................................................................................... 133
College 2..................................................................................................................... 133
College 3..................................................................................................................... 133
College 4..................................................................................................................... 133
College 5..................................................................................................................... 133
College 6..................................................................................................................... 133
College 7..................................................................................................................... 133
College 8..................................................................................................................... 133
College 9..................................................................................................................... 134
College 10................................................................................................................... 134
College 11................................................................................................................... 134
Blok 1: De school als pedagogische context
College 1
Onderwijs richt zich op zowel generieke als specifieke vaardigheden. Generieke vaardigheden
omvatten algemene capaciteiten zoals intelligentie en executieve functies, die essentieel zijn voor
het leren en functioneren op school. Specifieke vaardigheden, daarentegen, zijn meer gericht op
concrete vakken zoals taal, rekenen, lezen en begrijpend lezen.
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work - André Tricot & John
Sweller (2013)
De titel geeft direct de belangrijkste boodschap weer: domein specifieke kennis speelt een veel
belangrijkere rol bij het verwerven van cognitieve vaardigheden dan generieke vaardigheden. Het
artikel stelt dat het traditionele idee dat generieke vaardigheden (zoals probleemoplossend denken)
essentieel zijn, niet effectief is zonder domein specifieke kennis die in het langetermijngeheugen
,1
SAMENVATTING LEREN OP SCHOOL
Inhoudsopgave
Blok 1: De school als pedagogische context.....................................................3
College 1......................................................................................................................... 3
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work - André
Tricot & John Sweller (2013)........................................................................................3
Hoofdstuk 14: Didactisch en pedagogisch handelen van leerkrachten – Kees Vernooy,
Mirella van Minderhout & Helma Koomen....................................................................5
Response-to-intervention (RTI) as a model to facilitate inclusion for students with
learning and behaviour problems Michael Groschea & Robert J. Volpe (2013)............8
Oefenvragen................................................................................................................. 11
College 2....................................................................................................................... 14
Season of Birth and School Success in the Early Years of Primary Education - Pieter
Verachtert, Bieke De Fraine, Patrick Onghena & Pol Ghesquière (2010)...................15
Effectiveness of Grade Retention: A Systematic Review and Meta-Analysis - Mieke
Goos, Joana Pipa & Francisco Peixoto (2021)............................................................18
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis – Saiying
Steenbergen-Hu & Sidney M. Moon (2011)................................................................21
Casus Tessa & Amara................................................................................................ 23
Oefenvragen................................................................................................................. 24
Blok 2: Specifieke vaardigheden...................................................................27
College 3: Taal.............................................................................................................. 27
Hoofdstuk 4: Taalontwikkeling en taalproblemen – Marjolijn van Weerdenburg &
Janet G. van Hell........................................................................................................ 28
Casus Joppe............................................................................................................... 30
How Social Contexts Support and Shape Language Development - Erika Hoff (2006)
.................................................................................................................................. 31
Casus Benjamin........................................................................................................ 33
Casus Chantal........................................................................................................... 34
Casus Svetlana.......................................................................................................... 34
Oefenvragen................................................................................................................. 34
College 4: Rekenen....................................................................................................... 36
Casus Daan............................................................................................................... 40
The Development of Arithmetical Abilities - Brian Butterworth (2005)......................41
Hoofdstuk 2: Rekenen – Wied Ruijssenaars & Hans van Luit.....................................43
Flexibility and Adaptivity in Arithmetic Strategy Use: What Children Know and What
They Show - Marian Hickendorff (2022)....................................................................44
Oefenvragen................................................................................................................. 45
College 5: Zorg op school, Rekenen..............................................................................48
A Meta-Analysis of Empirical Research on Teaching Students with Mathematics
Learning Difficulties - Minyi Shih Dennis et al. (2016)...............................................49
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of
Effective Practice – Lynn S. Fuchs et al. (2008).........................................................51
Typical and atypical development of basic numerical skills in elementary school -
Karin Landerl & Christina Kölle (2009).......................................................................52
Casus Bas.................................................................................................................. 54
,2
SAMENVATTING LEREN OP SCHOOL
Oefenvragen................................................................................................................. 56
College 6: Technisch lezen............................................................................................ 59
What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness,
Word Reading, and Phonics - Linnea C. Ehri (2022)...................................................59
Breaking the reading code: Letter knowledge when children break the reading code
the first year in school - Hermundur Sigmundsson, Monika Hagac, Greta Storm
Oftelanda & Trygve Solstadc (2020)..........................................................................61
Enhancing Alphabet Knowledge Instruction: Research Implications and Practical
Strategies for Early Childhood Educators - Cindy D. Jones, Sarah K. Clark & D. Ray
Reutzel (2013)........................................................................................................... 63
Orthographic Learning During Oral and Silent Reading - Peter F. de Jong & David L.
Share (2007)............................................................................................................. 64
Casus Ties................................................................................................................. 68
Casus Julian............................................................................................................... 68
Oefenvragen................................................................................................................. 68
College 7: Begrijpend lezen.......................................................................................... 71
The Simple View of Reading: Is It Valid for Different Types of Alphabetic
Orthographies? - Elena Florit & Kate Cain (2011)......................................................72
The simple view of second language reading throughout the primary grades - Ludo
Verhoeven & Jan van Leeuwe (2012).........................................................................73
Children’s Reading Comprehension Ability: Concurrent Prediction by Working
Memory, Verbal Ability, and Component Skills - Kate Cain, Jane Oakhill & Peter Bryant
University (2004)....................................................................................................... 75
Casussen................................................................................................................... 78
Oefenvragen................................................................................................................. 79
College 8: Spellen......................................................................................................... 81
Reading and Spelling Development Across Languages Varying in Orthographic
Consistency: Do Their Paths Cross? – George K. Georgiuo et al. (2019)....................82
Learning to Spell Words: Findings, Theories, and Issues - Rebecca Treiman (2017). .85
Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based
Practices - Karen R. Harris et al. (2017)....................................................................87
Oefenvragen................................................................................................................. 90
College 9: Zorg op School, Lezen en Spellen................................................................92
Early childhood educators' knowledge about language and literacy: Associations with
practice and children's learning - Shayne B. Piasta et al. (2018)...............................93
Taalontwikkeling in rijke contexten – E. van Koeven & A. Smits (2020).....................95
Casus Chantal........................................................................................................... 98
Begeleiding bij lees- en spellingsproblemen – M. van Druenen, M. Gijsel, F. Scheltinga
& L. Verhoeven (2012)............................................................................................... 99
Casus Ties en Julian................................................................................................. 102
Oefenvragen............................................................................................................... 105
College 10: Intelligentie en Dynamische Testen..........................................................109
Hoofdstuk 5: Intelligentie – Wilma C.M. Resing & Karine Verschueren.....................109
Intelligentiediagnostiek volgens het CHC-model: van theorie naar praktijk – Sofie
Wouters, Karine Verschueren en Wilma Resing.......................................................109
Hoofdstuk 6: Leervermogen – Wilma C.M. Resing...................................................115
Oefenvragen............................................................................................................... 118
, 3
SAMENVATTING LEREN OP SCHOOL
College 11: Intelligentie en Executieve Functies.........................................................120
Interventies in het onderwijs: Leerproblemen – Lianne Hoogeveen & Stijn Smeets
(2016)..................................................................................................................... 120
Cognitieve beperkingen – Albert Ponsioen & Annie de Groot (2016).......................123
Casus Anna............................................................................................................. 125
Hoofdstuk 8: Executieve functies – Dieter Baeyens & Mariëtte Huizinga.................126
Oefenvragen............................................................................................................... 130
Antwoorden oefenvragen............................................................................133
College 1..................................................................................................................... 133
College 2..................................................................................................................... 133
College 3..................................................................................................................... 133
College 4..................................................................................................................... 133
College 5..................................................................................................................... 133
College 6..................................................................................................................... 133
College 7..................................................................................................................... 133
College 8..................................................................................................................... 133
College 9..................................................................................................................... 134
College 10................................................................................................................... 134
College 11................................................................................................................... 134
Blok 1: De school als pedagogische context
College 1
Onderwijs richt zich op zowel generieke als specifieke vaardigheden. Generieke vaardigheden
omvatten algemene capaciteiten zoals intelligentie en executieve functies, die essentieel zijn voor
het leren en functioneren op school. Specifieke vaardigheden, daarentegen, zijn meer gericht op
concrete vakken zoals taal, rekenen, lezen en begrijpend lezen.
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work - André Tricot & John
Sweller (2013)
De titel geeft direct de belangrijkste boodschap weer: domein specifieke kennis speelt een veel
belangrijkere rol bij het verwerven van cognitieve vaardigheden dan generieke vaardigheden. Het
artikel stelt dat het traditionele idee dat generieke vaardigheden (zoals probleemoplossend denken)
essentieel zijn, niet effectief is zonder domein specifieke kennis die in het langetermijngeheugen
