Veronique De Nutte
Alle hoorcolleges, oefencolleges,
oplossingen, PPT’s en de artikels die werden
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LEZEN, SPELLEN EN REKENEN
DIAGNOSTIEK
2022-2023
,Lezen, spellen en rekenen
Inhoud
Lezen, spellen en rekenen .................................................................................................. 1
1 HC 1 en HC 2: Normale ontwikkeling van lezen en spellen .....................................10
1.1 Inleiding ................................................................................................................10
1.2 Orthografie in het Nederlands ............................................................................11
1.3 Fasen in geletterdheid.........................................................................................14
1.3.1 Ontluikende geletterdheid ..........................................................................15
1.3.2 Beginnende geletterdheid ..........................................................................15
1.3.3 Gevorderde geletterdheid ..........................................................................16
1.4 Technisch lezen ....................................................................................................17
1.4.1 Definitie ..........................................................................................................17
1.4.2 Fasen in de leesontwikkeling........................................................................17
1.4.3 Leesstrategieën .............................................................................................21
1.4.4 Leesmodellen ................................................................................................22
1.4.5 Didactiek van het aanvankelijk technisch lezen .......................................26
1.4.6 Neurobiologie van het lezen .......................................................................27
1.5 Spellen ..................................................................................................................28
1.5.1 Fasen in de spellingsontwikkeling ................................................................28
1.5.2 Spellingsstrategieën ......................................................................................30
1.5.3 Spellingsmodellen .........................................................................................32
1.5.4 Didactiek .......................................................................................................33
1.6 Begrijpend lezen ..................................................................................................35
1.6.1 Beïnvloedende factoren ..............................................................................36
1.6.2 Denkcategorieën .........................................................................................37
1.6.3 Begrijpend lezen: didactiek .........................................................................40
1.7 Examenleerstof.....................................................................................................41
2 HC 3 en HC 4: Ontwikkeling rekenvaardigheden ....................................................42
2.1 Fasen in de rekenontwikkeling ............................................................................44
3 HC 5: Dyslexie ..............................................................................................................62
3.1 Indeling in leerproblemen: Wat zijn leerproblemen? ........................................62
3.2 Het intergenerationele multiple deficit model ..................................................63
3.2.1 Dyslexie op gedragsniveau .........................................................................65
3.2.2 Dyslexie op cognitief niveau ........................................................................66
3.2.3 Neurobiologie van het lezen bij dyslexie (breinniveau en functie) ..........70
3.2.4 Dyslexie op genetisch niveau: genen (bij het kind) ...................................73
3.2.5 Ouders: genen en omgeving ......................................................................73
1
, 3.2.6 Overige omgevingsinvloeden .....................................................................76
3.2.7 Besluit .............................................................................................................77
3.3 Definities................................................................................................................78
3.3.1 Definitie 1: dyslexie SDN ................................................................................78
3.3.2 Definitie 2: DSM-5 – specifieke leerstoornis..................................................79
3.3.3 Definitie 3: International Dyslexia Association (IDA) ...................................80
3.4 Criteria ..................................................................................................................80
3.5 Ernstgraad ............................................................................................................86
3.6 Prevalentie en Comorbiditeit ..............................................................................86
3.6.1 Prevalentie.....................................................................................................86
3.6.2 Comorbiditeit ................................................................................................87
3.7 Vroegtijdige markers (voorspellers) van dyslexie ..............................................87
3.8 Leeftijdsgebonden kenmerken...........................................................................89
3.9 Impact van dyslexie ............................................................................................90
3.10 Examenleerstof.....................................................................................................90
4 HC 6: Dyscalculie ........................................................................................................91
4.1 Inleiding ................................................................................................................91
4.1.1 Indeling ..........................................................................................................91
4.1.2 Terminologie ..................................................................................................91
4.2 Het intergenerationele multiple deficit model ..................................................92
4.2.1 Dyscalculie op gedragsniveau ....................................................................93
4.2.2 Dyscalculie op cognitief niveau ..................................................................94
4.2.3 Dyscalculie op breinniveau .........................................................................96
4.2.4 Dyscalculie op genetisch niveau ..............................................................100
4.2.5 Ouders : genen (en omgeving) .................................................................100
4.2.6 Overige omgevingsinvloeden ...................................................................101
4.3 Definities van dyscalculie ..................................................................................101
4.3.1 Definitie 1: Desoete et al (Vlaanderen) ....................................................101
4.3.2 Definitie 2: DSM-5 ........................................................................................102
4.4 Criteria ................................................................................................................103
4.5 Ernstgraad ..........................................................................................................103
4.6 Prevalentie en comorbiditeit ............................................................................104
4.6.1 Prevalentie...................................................................................................104
4.6.2 Comorbiditeit ..............................................................................................104
4.7 Vroegtijdige markers (voorspellers) van dyscalculie.......................................105
4.8 Impact van dyscalculie .....................................................................................106
4.9 Examenleerstof...................................................................................................106
5 HC 7: Diagnostiek algemeen ...................................................................................107
2
, 5.1 Zorgcontinuüm ...................................................................................................107
5.2 Uitgangspunten bij diagnostiek: HGW/HGD....................................................112
5.2.1 Bijlage CANVAS – 7 uitgangspunten HGW ...............................................114
5.3 HGD: de 5 fasen in het diagnostisch proces ...................................................121
5.3.1 Intakefase ....................................................................................................121
5.3.2 Strategiefase (reflectiefase).......................................................................122
5.3.3 Onderzoeksfase ..........................................................................................126
5.3.4 Integratie-/aanbevelingsfase ....................................................................127
5.3.5 Adviesfase ...................................................................................................129
5.3.6 Bijlage CANVAS – 5 fasen...........................................................................132
5.4 Examenleerstof...................................................................................................136
6 HC 8: Diagnostiek lezen ............................................................................................137
6.1 Onderzoeksfase LSR ...........................................................................................137
6.1.1 Testafname..................................................................................................137
6.1.2 Ruwe score Technisch Lezen .....................................................................137
6.1.3 Afgeleide score...........................................................................................138
6.1.4 kwantitatieve interpretatie.........................................................................138
6.1.5 Kwalitatieve interpretatie – 4 pijlers ...........................................................140
6.2 Besluit ..................................................................................................................142
6.3 Examenleerstof...................................................................................................142
7 HC 9: Diagnostiek spellen .........................................................................................143
7.1 Onderzoeksfase LSR ...........................................................................................143
7.1.1 Testafname..................................................................................................144
7.1.2 Ruwe score - spelling ..................................................................................144
7.1.3 Afgeleide score...........................................................................................144
7.1.4 Kwantitatieve interpretatie ........................................................................145
7.1.5 Kwalitatieve interpretatie: eigen handelingsgerichte visie spelling .......146
7.2 Besluit ..................................................................................................................150
7.3 Examenleerstof...................................................................................................150
8 HC 10 en 11 Diagnostiek rekenen ...........................................................................151
8.1 Handelingsgerichte diagnostiek .......................................................................152
8.2 Soorten dyscalculie/indelingen ........................................................................153
8.2.1 Endofenotypes dyscalculie ........................................................................153
8.2.2 Endofenotypes acalculie (= verworven!) ................................................156
8.2.3 Leeftijdsgebonden inkleuring.....................................................................156
8.3 Beïnvloedende factoren ...................................................................................158
8.4 Probleeminventarisatie ......................................................................................158
8.5 Onderzoeksinstrumenten...................................................................................166
3
, 8.6 Fouten beschrijven.............................................................................................170
8.6.1 Beschrijvende diagnose – handelingsgerichte diagnose .......................170
8.7 Niveaus van de fouten ......................................................................................173
8.7.1 Evolutie ........................................................................................................173
8.7.2 Taalgebonden fouten: G, L, T, V, S ............................................................173
8.7.3 Taalgebonden fouten: C en R (vraagstukken) ........................................174
8.7.4 Conceptuele (tellen L en K) en procedurele (P) fouten .........................174
8.7.5 Getalinzicht .................................................................................................175
8.8 Interculturaliteit ..................................................................................................177
8.9 Meertaligheid .....................................................................................................178
8.10 Opdracht CANVAS ............................................................................................178
9 OC 1: Normale ontwikkeling – lezen........................................................................179
9.1 Deel 1: deelvaardigheden bij lezen en spellen...............................................179
9.1.1 Auditieve deelvaardigheden ....................................................................180
9.1.2 Visuele deelvaardigheden ........................................................................183
9.1.3 Taalvaardigheden ......................................................................................185
9.1.4 Conclusie deelvaardigheden ...................................................................189
9.1.5 Verband deelvaardigheden – aanvankelijk lezen en spellen ................189
9.2 Deel 2: opbouw in moeilijkheidsgraad ............................................................191
9.2.1 Woordniveau...............................................................................................191
9.2.2 Woordstructuur............................................................................................191
9.3 Examenleerstof...................................................................................................191
10 OC 2: Normale ontwikkeling – spellen .................................................................192
11 OC 3: Normale ontwikkeling – rekenen ...............................................................197
11.1 Deelvaardigheden bij rekenen ........................................................................197
11.1.1 Opdracht 1 ..................................................................................................197
11.2 Deel 2: opbouw in moeilijkheidsgraad ............................................................200
11.3 Examenleerstof...................................................................................................201
12 OC 4: Intake- en strategiefase .............................................................................202
12.1 Intakefase ...........................................................................................................202
12.1.1 Anamnese ...................................................................................................202
12.1.2 Strategiefase ...............................................................................................204
12.2 Examenleerstof...................................................................................................204
12.3 Bijlagen ...............................................................................................................205
12.3.1 Artikel 1: ‘Voorbereidende lees- en spellingsvaardigheden van Vlaamse
en Nederlandse kleuters: meer verschillen dan gelijkenissen ...............................205
12.3.2 Artikel 2: ‘Dyscalculie: zijn er risicosignalen op kleuterleeftijd?’ ..............207
13 OC 5: Diagnostiek technisch Lezen - DMT ...........................................................210
4
, 13.1 Drie-Minuten-Toets (DMT) – cito ........................................................................210
13.1.1 Inhoud, opbouw en doelgroep .................................................................210
13.1.2 Testafname..................................................................................................211
13.1.3 Ruwe score (RS) ..........................................................................................211
13.1.4 Afgeleide score (AS) ...................................................................................211
13.1.5 Kwantitatieve interpretatie ........................................................................211
13.1.6 Kwalitatieve analyse...................................................................................212
13.1.7 DMT: grafementoets ...................................................................................212
13.1.8 DMT: Toets auditieve synthese ...................................................................212
13.1.9 Update DMT ................................................................................................213
13.1.10 Klassikale oefening - Kobe ......................................................................213
13.1.11 Bijlage: Oplossing Kobe ..........................................................................214
13.1.12 Casus – examenopdracht ......................................................................220
13.2 DTLAS: Diagnostiek van technisch lezen en aanvankelijk spellen .................221
13.2.1 Model aanvankelijk TL ................................................................................221
13.2.2 Model aanvankelijk SP ...............................................................................221
13.2.3 Subtests ........................................................................................................221
13.2.4 Afgeleide scores .........................................................................................222
13.3 Onderzoek van de deelleerprocessen van lezen en schrijven ......................222
13.3.1 Doel COB .....................................................................................................222
13.3.2 COB - Model voor TL van eenlettergrepige woorden .............................222
13.3.3 COB - Model voor schrijven eenlettergrepige woorden .........................223
13.3.4 COB - Toelichting subtests ..........................................................................223
13.4 Examenleerstof...................................................................................................223
14 OC 6: Diagnostiek technisch lezen – AVI ............................................................224
14.1 AVI-toets (Cito, 2009) .........................................................................................224
14.1.1 Algemeen, opbouw en doelgroep ...........................................................224
14.1.2 Uitgangspunt ...............................................................................................224
14.1.3 Testafname..................................................................................................225
14.1.4 Ruwe score ..................................................................................................226
14.1.5 Afgeleide score...........................................................................................227
14.1.6 Kwantitatieve interpretatie ........................................................................227
14.1.7 Kwalitatieve analyse...................................................................................227
14.1.8 Klassikale oefening - Thomasetti ................................................................228
14.1.9 Bijlage: Oplossing Thomasetti.....................................................................228
14.2 AVI-toets (Boonen) – Vlaamse normering .......................................................232
14.2.1 Algemeen, opbouw en doelgroep ...........................................................232
14.2.2 Testafname..................................................................................................232
5
, 14.2.3 Ruwe score ..................................................................................................233
14.2.4 Afgeleide score...........................................................................................233
14.2.5 Kwalitatieve analyse...................................................................................233
14.2.6 Klassikale oefening – Noor .........................................................................233
14.2.7 Klassikale oefening – Thomasetti ...............................................................234
14.2.8 Bijlage: Oplossing Noor ...............................................................................234
14.2.9 Bijlage: Oplossing Thomasetti.....................................................................238
14.3 Examenleerstof...................................................................................................240
15 OC 7: Diagnostiek technisch lezen – LVT – LAT ...................................................241
15.1 Leesvaardigheidstests (LVT) ..............................................................................241
15.1.1 Doel en opbouw .........................................................................................241
15.1.2 Subtests ........................................................................................................242
15.1.3 Testafname..................................................................................................243
15.1.4 Ruwe score ..................................................................................................243
15.1.5 Afgeleide score...........................................................................................244
15.1.6 Kwantitatieve interpretatie ........................................................................244
15.1.7 Kwalitatieve interpretatie ...........................................................................247
15.1.8 Klassikale oefening - Linde .........................................................................247
15.1.9 Bijlage: oplossing Linde...............................................................................248
15.2 Leesattitudetest (LAT) ........................................................................................255
15.2.1 Opbouw, inhoud en doelgroep ................................................................255
15.2.2 Dimensies .....................................................................................................255
15.2.3 Stellingen .....................................................................................................255
15.2.4 Ruwe score ..................................................................................................256
15.2.5 Afgeleide scores: ........................................................................................256
15.2.6 Kwantitatieve interpretatie ........................................................................256
15.3 Eén-minuut-test (Brus en Voeten) .....................................................................257
15.3.1 Algemeen, opbouw en doelgroep ...........................................................257
15.3.2 Ruwe score ..................................................................................................257
15.3.3 Afgeleide score...........................................................................................257
15.3.4 Kwantitatieve interpretatie ........................................................................258
15.3.5 Kwalitatieve analyse...................................................................................258
15.4 Klepel ..................................................................................................................258
15.4.1 Algemeen, opbouw en doelgroep ...........................................................258
15.4.2 Ruwe score ..................................................................................................259
15.4.3 Afgeleide score...........................................................................................259
15.4.4 Kwantitatieve interpretatie ........................................................................259
15.4.5 Kwalitatieve analyse...................................................................................259
6
, 15.5 Vergelijking EMT en KLEPEL ................................................................................260
15.6 Examenleerstof diagnostiek Technisch Lezen .................................................260
16 OC 8: Diagnostiek begrijpend lezen: VTBL – Vlaamse Test Begrijpend Lezen ..261
16.1 Inhoud, doel en doelgroep...............................................................................261
16.2 Afname ...............................................................................................................261
16.3 Ruwe score .........................................................................................................262
16.4 Afgeleide score ..................................................................................................262
16.5 Kwantitatieve interpretatie ...............................................................................262
16.6 Kwalitatieve interpretatie ..................................................................................262
16.7 Denkcategorieën...............................................................................................263
16.8 Conclusie ............................................................................................................263
16.9 Klassikale oefening - Thomasetti .......................................................................264
16.10 Bijlage: Oplossing Thomasetti ........................................................................264
16.11 Examenleerstof ...............................................................................................274
17 OC 9: Diagnostiek spellen .....................................................................................275
17.1 ST1-6 ....................................................................................................................275
17.1.1 Inhoud ..........................................................................................................275
17.1.2 Inhoud, doel, doelgroep ............................................................................275
17.1.3 Afname ........................................................................................................276
17.1.4 Kwalitatieve analyse...................................................................................277
17.1.5 Ruwe score ..................................................................................................277
17.1.6 Afgeleide score...........................................................................................278
17.1.7 Kwantitatieve interpretatie ........................................................................278
17.1.8 Kwalitatieve interpretatie ...........................................................................278
17.1.9 Klassikale oefening - Tomas .......................................................................278
17.1.10 Bijlage: oplossing Tomas .........................................................................279
17.2 PI-dictee .............................................................................................................284
17.2.1 Algemeen, opbouw en doelgroep ...........................................................284
17.2.2 Ruwe score ..................................................................................................284
17.2.3 Afgeleide score...........................................................................................284
17.2.4 Kwantitatieve interpretatie ........................................................................284
17.2.5 Kwantitatieve interpretatie ........................................................................284
17.3 PI-einddictee/werkwoorddictee ......................................................................284
17.3.1 Algemeen, opbouw en doelgroep ...........................................................284
17.3.2 Afname ........................................................................................................285
17.3.3 Ruwe score ..................................................................................................285
17.3.4 Afgeleide score...........................................................................................285
17.3.5 Kwantitatieve interpretatie ........................................................................285
7
, 17.3.6 Kwalitatieve interpretatie ...........................................................................285
17.4 PI-signaleringsdictee brugklas...........................................................................285
17.4.1 Algemeen, inhoud, doelgroep ..................................................................285
17.4.2 Afname ........................................................................................................285
17.4.3 Ruwe score ..................................................................................................285
17.4.4 Afgeleide score...........................................................................................285
17.4.5 Kwantitatieve interpretatie ........................................................................286
17.4.6 Kwalitatieve interpretatie ...........................................................................286
17.4.7 Update – nieuwe uitgave ..........................................................................286
17.5 Spowerk ..............................................................................................................286
17.5.1 Algemeen, opbouw en doelgroep ...........................................................286
17.5.2 Ruwe score ..................................................................................................286
17.5.3 Afgeleide score...........................................................................................286
17.5.4 Kwantitatieve interpretatie ........................................................................286
17.5.5 Kwalitatieve analyse...................................................................................287
17.6 TODIO-S ...............................................................................................................287
17.6.1 Algemeen, opbouw en doelgroep ...........................................................287
17.6.2 Afname ........................................................................................................287
17.6.3 Ruwe score ..................................................................................................287
17.6.4 Afgeleide score...........................................................................................287
17.7 Examenleerstof diagnostiek spelling ................................................................288
18 OC 10: Diagnostiek rekenen 1 ..............................................................................288
18.1 Van Erp ...............................................................................................................288
18.1.1 Observatie Van Erp.....................................................................................288
18.1.2 Rekenonderzoek van Van Erp ...................................................................288
18.1.3 Verkorte observatie van Van Erp ..............................................................289
18.2 Tedi-math............................................................................................................293
18.3 Test voorbereidend rekenen 3K ........................................................................294
18.4 KRT-R ....................................................................................................................295
18.5 Tempo test automatiseren (TST) ........................................................................298
18.6 Test meten en metend rekenen (TMMR) .........................................................299
18.7 Het rekenvaardighedenprofiel (RVP) ...............................................................300
18.8 Toepassingen Adam ..........................................................................................303
18.8.1 Adam: CDR .................................................................................................303
18.8.2 Adam: KRT ...................................................................................................305
18.8.3 Adam: TTA ...................................................................................................307
18.9 Verslag logopedisch onderzoek rekenen Adam ............................................311
19 OC 12: Integratie-/aanbevelingsfase en adviesfase .........................................315
8
, 19.1 Integratie-/aanbevelingsfase ...........................................................................315
19.2 Indiceringsfase ...................................................................................................315
19.3 Klassikale oefening - Tomas...............................................................................316
19.4 Bijlage: oplossing – Tomas .................................................................................321
9
Alle hoorcolleges, oefencolleges,
oplossingen, PPT’s en de artikels die werden
toegevoegd op Canvas werden hierin
verwerkt
LEZEN, SPELLEN EN REKENEN
DIAGNOSTIEK
2022-2023
,Lezen, spellen en rekenen
Inhoud
Lezen, spellen en rekenen .................................................................................................. 1
1 HC 1 en HC 2: Normale ontwikkeling van lezen en spellen .....................................10
1.1 Inleiding ................................................................................................................10
1.2 Orthografie in het Nederlands ............................................................................11
1.3 Fasen in geletterdheid.........................................................................................14
1.3.1 Ontluikende geletterdheid ..........................................................................15
1.3.2 Beginnende geletterdheid ..........................................................................15
1.3.3 Gevorderde geletterdheid ..........................................................................16
1.4 Technisch lezen ....................................................................................................17
1.4.1 Definitie ..........................................................................................................17
1.4.2 Fasen in de leesontwikkeling........................................................................17
1.4.3 Leesstrategieën .............................................................................................21
1.4.4 Leesmodellen ................................................................................................22
1.4.5 Didactiek van het aanvankelijk technisch lezen .......................................26
1.4.6 Neurobiologie van het lezen .......................................................................27
1.5 Spellen ..................................................................................................................28
1.5.1 Fasen in de spellingsontwikkeling ................................................................28
1.5.2 Spellingsstrategieën ......................................................................................30
1.5.3 Spellingsmodellen .........................................................................................32
1.5.4 Didactiek .......................................................................................................33
1.6 Begrijpend lezen ..................................................................................................35
1.6.1 Beïnvloedende factoren ..............................................................................36
1.6.2 Denkcategorieën .........................................................................................37
1.6.3 Begrijpend lezen: didactiek .........................................................................40
1.7 Examenleerstof.....................................................................................................41
2 HC 3 en HC 4: Ontwikkeling rekenvaardigheden ....................................................42
2.1 Fasen in de rekenontwikkeling ............................................................................44
3 HC 5: Dyslexie ..............................................................................................................62
3.1 Indeling in leerproblemen: Wat zijn leerproblemen? ........................................62
3.2 Het intergenerationele multiple deficit model ..................................................63
3.2.1 Dyslexie op gedragsniveau .........................................................................65
3.2.2 Dyslexie op cognitief niveau ........................................................................66
3.2.3 Neurobiologie van het lezen bij dyslexie (breinniveau en functie) ..........70
3.2.4 Dyslexie op genetisch niveau: genen (bij het kind) ...................................73
3.2.5 Ouders: genen en omgeving ......................................................................73
1
, 3.2.6 Overige omgevingsinvloeden .....................................................................76
3.2.7 Besluit .............................................................................................................77
3.3 Definities................................................................................................................78
3.3.1 Definitie 1: dyslexie SDN ................................................................................78
3.3.2 Definitie 2: DSM-5 – specifieke leerstoornis..................................................79
3.3.3 Definitie 3: International Dyslexia Association (IDA) ...................................80
3.4 Criteria ..................................................................................................................80
3.5 Ernstgraad ............................................................................................................86
3.6 Prevalentie en Comorbiditeit ..............................................................................86
3.6.1 Prevalentie.....................................................................................................86
3.6.2 Comorbiditeit ................................................................................................87
3.7 Vroegtijdige markers (voorspellers) van dyslexie ..............................................87
3.8 Leeftijdsgebonden kenmerken...........................................................................89
3.9 Impact van dyslexie ............................................................................................90
3.10 Examenleerstof.....................................................................................................90
4 HC 6: Dyscalculie ........................................................................................................91
4.1 Inleiding ................................................................................................................91
4.1.1 Indeling ..........................................................................................................91
4.1.2 Terminologie ..................................................................................................91
4.2 Het intergenerationele multiple deficit model ..................................................92
4.2.1 Dyscalculie op gedragsniveau ....................................................................93
4.2.2 Dyscalculie op cognitief niveau ..................................................................94
4.2.3 Dyscalculie op breinniveau .........................................................................96
4.2.4 Dyscalculie op genetisch niveau ..............................................................100
4.2.5 Ouders : genen (en omgeving) .................................................................100
4.2.6 Overige omgevingsinvloeden ...................................................................101
4.3 Definities van dyscalculie ..................................................................................101
4.3.1 Definitie 1: Desoete et al (Vlaanderen) ....................................................101
4.3.2 Definitie 2: DSM-5 ........................................................................................102
4.4 Criteria ................................................................................................................103
4.5 Ernstgraad ..........................................................................................................103
4.6 Prevalentie en comorbiditeit ............................................................................104
4.6.1 Prevalentie...................................................................................................104
4.6.2 Comorbiditeit ..............................................................................................104
4.7 Vroegtijdige markers (voorspellers) van dyscalculie.......................................105
4.8 Impact van dyscalculie .....................................................................................106
4.9 Examenleerstof...................................................................................................106
5 HC 7: Diagnostiek algemeen ...................................................................................107
2
, 5.1 Zorgcontinuüm ...................................................................................................107
5.2 Uitgangspunten bij diagnostiek: HGW/HGD....................................................112
5.2.1 Bijlage CANVAS – 7 uitgangspunten HGW ...............................................114
5.3 HGD: de 5 fasen in het diagnostisch proces ...................................................121
5.3.1 Intakefase ....................................................................................................121
5.3.2 Strategiefase (reflectiefase).......................................................................122
5.3.3 Onderzoeksfase ..........................................................................................126
5.3.4 Integratie-/aanbevelingsfase ....................................................................127
5.3.5 Adviesfase ...................................................................................................129
5.3.6 Bijlage CANVAS – 5 fasen...........................................................................132
5.4 Examenleerstof...................................................................................................136
6 HC 8: Diagnostiek lezen ............................................................................................137
6.1 Onderzoeksfase LSR ...........................................................................................137
6.1.1 Testafname..................................................................................................137
6.1.2 Ruwe score Technisch Lezen .....................................................................137
6.1.3 Afgeleide score...........................................................................................138
6.1.4 kwantitatieve interpretatie.........................................................................138
6.1.5 Kwalitatieve interpretatie – 4 pijlers ...........................................................140
6.2 Besluit ..................................................................................................................142
6.3 Examenleerstof...................................................................................................142
7 HC 9: Diagnostiek spellen .........................................................................................143
7.1 Onderzoeksfase LSR ...........................................................................................143
7.1.1 Testafname..................................................................................................144
7.1.2 Ruwe score - spelling ..................................................................................144
7.1.3 Afgeleide score...........................................................................................144
7.1.4 Kwantitatieve interpretatie ........................................................................145
7.1.5 Kwalitatieve interpretatie: eigen handelingsgerichte visie spelling .......146
7.2 Besluit ..................................................................................................................150
7.3 Examenleerstof...................................................................................................150
8 HC 10 en 11 Diagnostiek rekenen ...........................................................................151
8.1 Handelingsgerichte diagnostiek .......................................................................152
8.2 Soorten dyscalculie/indelingen ........................................................................153
8.2.1 Endofenotypes dyscalculie ........................................................................153
8.2.2 Endofenotypes acalculie (= verworven!) ................................................156
8.2.3 Leeftijdsgebonden inkleuring.....................................................................156
8.3 Beïnvloedende factoren ...................................................................................158
8.4 Probleeminventarisatie ......................................................................................158
8.5 Onderzoeksinstrumenten...................................................................................166
3
, 8.6 Fouten beschrijven.............................................................................................170
8.6.1 Beschrijvende diagnose – handelingsgerichte diagnose .......................170
8.7 Niveaus van de fouten ......................................................................................173
8.7.1 Evolutie ........................................................................................................173
8.7.2 Taalgebonden fouten: G, L, T, V, S ............................................................173
8.7.3 Taalgebonden fouten: C en R (vraagstukken) ........................................174
8.7.4 Conceptuele (tellen L en K) en procedurele (P) fouten .........................174
8.7.5 Getalinzicht .................................................................................................175
8.8 Interculturaliteit ..................................................................................................177
8.9 Meertaligheid .....................................................................................................178
8.10 Opdracht CANVAS ............................................................................................178
9 OC 1: Normale ontwikkeling – lezen........................................................................179
9.1 Deel 1: deelvaardigheden bij lezen en spellen...............................................179
9.1.1 Auditieve deelvaardigheden ....................................................................180
9.1.2 Visuele deelvaardigheden ........................................................................183
9.1.3 Taalvaardigheden ......................................................................................185
9.1.4 Conclusie deelvaardigheden ...................................................................189
9.1.5 Verband deelvaardigheden – aanvankelijk lezen en spellen ................189
9.2 Deel 2: opbouw in moeilijkheidsgraad ............................................................191
9.2.1 Woordniveau...............................................................................................191
9.2.2 Woordstructuur............................................................................................191
9.3 Examenleerstof...................................................................................................191
10 OC 2: Normale ontwikkeling – spellen .................................................................192
11 OC 3: Normale ontwikkeling – rekenen ...............................................................197
11.1 Deelvaardigheden bij rekenen ........................................................................197
11.1.1 Opdracht 1 ..................................................................................................197
11.2 Deel 2: opbouw in moeilijkheidsgraad ............................................................200
11.3 Examenleerstof...................................................................................................201
12 OC 4: Intake- en strategiefase .............................................................................202
12.1 Intakefase ...........................................................................................................202
12.1.1 Anamnese ...................................................................................................202
12.1.2 Strategiefase ...............................................................................................204
12.2 Examenleerstof...................................................................................................204
12.3 Bijlagen ...............................................................................................................205
12.3.1 Artikel 1: ‘Voorbereidende lees- en spellingsvaardigheden van Vlaamse
en Nederlandse kleuters: meer verschillen dan gelijkenissen ...............................205
12.3.2 Artikel 2: ‘Dyscalculie: zijn er risicosignalen op kleuterleeftijd?’ ..............207
13 OC 5: Diagnostiek technisch Lezen - DMT ...........................................................210
4
, 13.1 Drie-Minuten-Toets (DMT) – cito ........................................................................210
13.1.1 Inhoud, opbouw en doelgroep .................................................................210
13.1.2 Testafname..................................................................................................211
13.1.3 Ruwe score (RS) ..........................................................................................211
13.1.4 Afgeleide score (AS) ...................................................................................211
13.1.5 Kwantitatieve interpretatie ........................................................................211
13.1.6 Kwalitatieve analyse...................................................................................212
13.1.7 DMT: grafementoets ...................................................................................212
13.1.8 DMT: Toets auditieve synthese ...................................................................212
13.1.9 Update DMT ................................................................................................213
13.1.10 Klassikale oefening - Kobe ......................................................................213
13.1.11 Bijlage: Oplossing Kobe ..........................................................................214
13.1.12 Casus – examenopdracht ......................................................................220
13.2 DTLAS: Diagnostiek van technisch lezen en aanvankelijk spellen .................221
13.2.1 Model aanvankelijk TL ................................................................................221
13.2.2 Model aanvankelijk SP ...............................................................................221
13.2.3 Subtests ........................................................................................................221
13.2.4 Afgeleide scores .........................................................................................222
13.3 Onderzoek van de deelleerprocessen van lezen en schrijven ......................222
13.3.1 Doel COB .....................................................................................................222
13.3.2 COB - Model voor TL van eenlettergrepige woorden .............................222
13.3.3 COB - Model voor schrijven eenlettergrepige woorden .........................223
13.3.4 COB - Toelichting subtests ..........................................................................223
13.4 Examenleerstof...................................................................................................223
14 OC 6: Diagnostiek technisch lezen – AVI ............................................................224
14.1 AVI-toets (Cito, 2009) .........................................................................................224
14.1.1 Algemeen, opbouw en doelgroep ...........................................................224
14.1.2 Uitgangspunt ...............................................................................................224
14.1.3 Testafname..................................................................................................225
14.1.4 Ruwe score ..................................................................................................226
14.1.5 Afgeleide score...........................................................................................227
14.1.6 Kwantitatieve interpretatie ........................................................................227
14.1.7 Kwalitatieve analyse...................................................................................227
14.1.8 Klassikale oefening - Thomasetti ................................................................228
14.1.9 Bijlage: Oplossing Thomasetti.....................................................................228
14.2 AVI-toets (Boonen) – Vlaamse normering .......................................................232
14.2.1 Algemeen, opbouw en doelgroep ...........................................................232
14.2.2 Testafname..................................................................................................232
5
, 14.2.3 Ruwe score ..................................................................................................233
14.2.4 Afgeleide score...........................................................................................233
14.2.5 Kwalitatieve analyse...................................................................................233
14.2.6 Klassikale oefening – Noor .........................................................................233
14.2.7 Klassikale oefening – Thomasetti ...............................................................234
14.2.8 Bijlage: Oplossing Noor ...............................................................................234
14.2.9 Bijlage: Oplossing Thomasetti.....................................................................238
14.3 Examenleerstof...................................................................................................240
15 OC 7: Diagnostiek technisch lezen – LVT – LAT ...................................................241
15.1 Leesvaardigheidstests (LVT) ..............................................................................241
15.1.1 Doel en opbouw .........................................................................................241
15.1.2 Subtests ........................................................................................................242
15.1.3 Testafname..................................................................................................243
15.1.4 Ruwe score ..................................................................................................243
15.1.5 Afgeleide score...........................................................................................244
15.1.6 Kwantitatieve interpretatie ........................................................................244
15.1.7 Kwalitatieve interpretatie ...........................................................................247
15.1.8 Klassikale oefening - Linde .........................................................................247
15.1.9 Bijlage: oplossing Linde...............................................................................248
15.2 Leesattitudetest (LAT) ........................................................................................255
15.2.1 Opbouw, inhoud en doelgroep ................................................................255
15.2.2 Dimensies .....................................................................................................255
15.2.3 Stellingen .....................................................................................................255
15.2.4 Ruwe score ..................................................................................................256
15.2.5 Afgeleide scores: ........................................................................................256
15.2.6 Kwantitatieve interpretatie ........................................................................256
15.3 Eén-minuut-test (Brus en Voeten) .....................................................................257
15.3.1 Algemeen, opbouw en doelgroep ...........................................................257
15.3.2 Ruwe score ..................................................................................................257
15.3.3 Afgeleide score...........................................................................................257
15.3.4 Kwantitatieve interpretatie ........................................................................258
15.3.5 Kwalitatieve analyse...................................................................................258
15.4 Klepel ..................................................................................................................258
15.4.1 Algemeen, opbouw en doelgroep ...........................................................258
15.4.2 Ruwe score ..................................................................................................259
15.4.3 Afgeleide score...........................................................................................259
15.4.4 Kwantitatieve interpretatie ........................................................................259
15.4.5 Kwalitatieve analyse...................................................................................259
6
, 15.5 Vergelijking EMT en KLEPEL ................................................................................260
15.6 Examenleerstof diagnostiek Technisch Lezen .................................................260
16 OC 8: Diagnostiek begrijpend lezen: VTBL – Vlaamse Test Begrijpend Lezen ..261
16.1 Inhoud, doel en doelgroep...............................................................................261
16.2 Afname ...............................................................................................................261
16.3 Ruwe score .........................................................................................................262
16.4 Afgeleide score ..................................................................................................262
16.5 Kwantitatieve interpretatie ...............................................................................262
16.6 Kwalitatieve interpretatie ..................................................................................262
16.7 Denkcategorieën...............................................................................................263
16.8 Conclusie ............................................................................................................263
16.9 Klassikale oefening - Thomasetti .......................................................................264
16.10 Bijlage: Oplossing Thomasetti ........................................................................264
16.11 Examenleerstof ...............................................................................................274
17 OC 9: Diagnostiek spellen .....................................................................................275
17.1 ST1-6 ....................................................................................................................275
17.1.1 Inhoud ..........................................................................................................275
17.1.2 Inhoud, doel, doelgroep ............................................................................275
17.1.3 Afname ........................................................................................................276
17.1.4 Kwalitatieve analyse...................................................................................277
17.1.5 Ruwe score ..................................................................................................277
17.1.6 Afgeleide score...........................................................................................278
17.1.7 Kwantitatieve interpretatie ........................................................................278
17.1.8 Kwalitatieve interpretatie ...........................................................................278
17.1.9 Klassikale oefening - Tomas .......................................................................278
17.1.10 Bijlage: oplossing Tomas .........................................................................279
17.2 PI-dictee .............................................................................................................284
17.2.1 Algemeen, opbouw en doelgroep ...........................................................284
17.2.2 Ruwe score ..................................................................................................284
17.2.3 Afgeleide score...........................................................................................284
17.2.4 Kwantitatieve interpretatie ........................................................................284
17.2.5 Kwantitatieve interpretatie ........................................................................284
17.3 PI-einddictee/werkwoorddictee ......................................................................284
17.3.1 Algemeen, opbouw en doelgroep ...........................................................284
17.3.2 Afname ........................................................................................................285
17.3.3 Ruwe score ..................................................................................................285
17.3.4 Afgeleide score...........................................................................................285
17.3.5 Kwantitatieve interpretatie ........................................................................285
7
, 17.3.6 Kwalitatieve interpretatie ...........................................................................285
17.4 PI-signaleringsdictee brugklas...........................................................................285
17.4.1 Algemeen, inhoud, doelgroep ..................................................................285
17.4.2 Afname ........................................................................................................285
17.4.3 Ruwe score ..................................................................................................285
17.4.4 Afgeleide score...........................................................................................285
17.4.5 Kwantitatieve interpretatie ........................................................................286
17.4.6 Kwalitatieve interpretatie ...........................................................................286
17.4.7 Update – nieuwe uitgave ..........................................................................286
17.5 Spowerk ..............................................................................................................286
17.5.1 Algemeen, opbouw en doelgroep ...........................................................286
17.5.2 Ruwe score ..................................................................................................286
17.5.3 Afgeleide score...........................................................................................286
17.5.4 Kwantitatieve interpretatie ........................................................................286
17.5.5 Kwalitatieve analyse...................................................................................287
17.6 TODIO-S ...............................................................................................................287
17.6.1 Algemeen, opbouw en doelgroep ...........................................................287
17.6.2 Afname ........................................................................................................287
17.6.3 Ruwe score ..................................................................................................287
17.6.4 Afgeleide score...........................................................................................287
17.7 Examenleerstof diagnostiek spelling ................................................................288
18 OC 10: Diagnostiek rekenen 1 ..............................................................................288
18.1 Van Erp ...............................................................................................................288
18.1.1 Observatie Van Erp.....................................................................................288
18.1.2 Rekenonderzoek van Van Erp ...................................................................288
18.1.3 Verkorte observatie van Van Erp ..............................................................289
18.2 Tedi-math............................................................................................................293
18.3 Test voorbereidend rekenen 3K ........................................................................294
18.4 KRT-R ....................................................................................................................295
18.5 Tempo test automatiseren (TST) ........................................................................298
18.6 Test meten en metend rekenen (TMMR) .........................................................299
18.7 Het rekenvaardighedenprofiel (RVP) ...............................................................300
18.8 Toepassingen Adam ..........................................................................................303
18.8.1 Adam: CDR .................................................................................................303
18.8.2 Adam: KRT ...................................................................................................305
18.8.3 Adam: TTA ...................................................................................................307
18.9 Verslag logopedisch onderzoek rekenen Adam ............................................311
19 OC 12: Integratie-/aanbevelingsfase en adviesfase .........................................315
8
, 19.1 Integratie-/aanbevelingsfase ...........................................................................315
19.2 Indiceringsfase ...................................................................................................315
19.3 Klassikale oefening - Tomas...............................................................................316
19.4 Bijlage: oplossing – Tomas .................................................................................321
9
