1
,INHOUD
LES 1: INLEIDING: LEERPROBLEMEN EN LEERSTOORNISSEN
Leerstoornissen >< Leerproblemen ...................................................................................................................... 10
Stoornissen........................................................................................................................................................ 10
DSM-V Criteria............................................................................................................................................... 10
Dyslexie En Dyscalculie.................................................................................................................................. 12
Problemen ......................................................................................................................................................... 13
Leerprobleem Of Leerstoornis .......................................................................................................................... 13
Remedial Teaching En Behandeling .................................................................................................................. 14
Redelijke Aanpassingen In De Praktijk .......................................................................................................... 14
Psychologische Impact ...................................................................................................................................... 15
(Leer)Stoornis, Beperking En Handicap ............................................................................................................. 15
Onderwijspsychologie ........................................................................................................................................... 16
Wat Is Onderwijspsychologie? .......................................................................................................................... 16
Onderwijspsycholoog ........................................................................................................................................ 16
Definitie International School Psychology Association (ISPA) ....................................................................... 16
7 Rollen ......................................................................................................................................................... 16
Rolverwarring ................................................................................................................................................ 17
Positie ............................................................................................................................................................ 18
Onderwijs In Vlaanderen ....................................................................................................................................... 18
Issues ............................................................................................................................................................. 18
Zittenblijven .................................................................................................................................................. 18
Educational Tracking ..................................................................................................................................... 19
Technologie In Het Onderwijs ....................................................................................................................... 19
LES 2: LEES(ONTWIKKELINGS)THEORIEËN
Theoretische Modellen Van Lezen ........................................................................................................................ 20
Standaardmodel (Twee-Route Model, Coltheart)............................................................................................. 20
Processen ...................................................................................................................................................... 20
Soorten Regels .............................................................................................................................................. 20
Evidentie Voor Het Standaardmodel ............................................................................................................ 21
Beperkingen Standaard Model ..................................................................................................................... 21
Interactieve-Activatiemodel (IAM) (Mcclelland & Rumelhart) ......................................................................... 22
Bottom-Up En Top-Down Processen ............................................................................................................. 22
Fonologische Verwerking Belangrijke Functie Bij Lezen Van Woorden ........................................................ 23
Dual Route Cascaded Model (Coltheart Et Al. , 1993)....................................................................................... 23
Connectionistisch Model (Van Orden) .............................................................................................................. 24
2
, Twee Belangrijke Eigenschappen: ................................................................................................................. 24
Fonologische Mediatietheorie ...................................................................................................................... 26
Stabiliteits – Plasticiteitsdilemma ................................................................................................................. 26
Leesontwikkelingstheorieën ............................................................................................................................. 27
Stage-Based Theorieën ................................................................................................................................. 27
Item-Based Theorieën ................................................................................................................................... 30
Leren Lezen ........................................................................................................................................................... 31
Leesmethodes ................................................................................................................................................... 31
Phonics .......................................................................................................................................................... 31
Whole Language ............................................................................................................................................ 31
Aanleren Van Teken-Klank Koppelingen ........................................................................................................... 32
Gebruik Maken Van Articulatie (Boyer & Ehri, 2011) ................................................................................... 32
Handgeschreven Letters ................................................................................................................................... 32
(Extra) Begeleiding (Slavin 2011) ...................................................................................................................... 33
Andere Principes ............................................................................................................................................... 33
Lexicale Asymmetrie (Compton Et Al., 2014) ........................................................................................................ 34
Implicaties Voor (Ortho)Didactiek ................................................................................................................ 34
LES 3: HET DYSLEXIEDEBAT
Het Populaire Beeld Van Dyslexie ......................................................................................................................... 35
DSM-V Criteria ...................................................................................................................................................... 35
Het Begrip Dyslexie ............................................................................................................................................... 36
Het Begrip ‘Dyslexie’ In Vraag Gesteld .......................................................................................................... 36
Leesvaardigheid Verdeeld Over De Populatie: Verschuiving ................................................................................ 37
Effecten Op Definities ....................................................................................................................................... 37
Afbakening Specifieke Groep Dyslectici ................................................................................................................ 38
Wanneer Is Zwak Lezen Een ‘Leer’-Stoornis? ................................................................................................... 38
Discrepantiecriterium ....................................................................................................................................... 39
Bezwaren Tegen Discrepantiemodel ............................................................................................................ 39
Rol Van Intelligentie .......................................................................................................................................... 40
Besluit Achterliggende Stoornis ........................................................................................................................ 40
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ................................................................ 41
Genetische Factoren ..................................................................................................................................... 42
Neurale Systemen + Link Naar Gedrag Observaties ...................................................................................... 44
LES 4: COGNITIEVE OORZAKEN/DYSLEXIE IN PRAKTIJK
Multiple Deficit Model .......................................................................................................................................... 49
Hersenstructuren .................................................................................................................................................. 50
3
, Cognitieve Factoren .............................................................................................................................................. 52
Oorzaken ........................................................................................................................................................... 52
Van Klassieke Visie Naar Probabilistische Modellen ......................................................................................... 53
Klassiek Deterministich Model ...................................................................................................................... 53
Multifactorieel Probabilistisch Model ........................................................................................................... 53
Fonologische Vaardigheden .............................................................................................................................. 54
Verbale Kortetermijngeheugen......................................................................................................................... 56
Letterkennis ...................................................................................................................................................... 56
Benoemsnelheid ............................................................................................................................................... 57
Visuele Aandachtsspanne Hypothese ............................................................................................................... 58
Defect In Impliciet Volgorde Leren ................................................................................................................... 58
Conclusie ........................................................................................................................................................... 59
Dyslexie In Praktijk ................................................................................................................................................ 60
Recente RTI-Modellen (Fuchs & Fuchs) ............................................................................................................ 60
Behandelprotocol Dyslexie ............................................................................................................................... 61
Brede Basiszorg ............................................................................................................................................. 61
Verhoogde Zorg............................................................................................................................................. 62
Uitbreiding Van Zorg ..................................................................................................................................... 62
GC/IAC/OV4 .................................................................................................................................................. 63
LES 5:DYSCALCULIE
Theoretische Modellen ......................................................................................................................................... 65
Abstract Code Model (Mccloskey Et Al., 1995) ................................................................................................. 65
Triple Code Model ((Dehaene & Cohen, 1995) ................................................................................................. 66
Multiple Code Mode (Campbell & Clark, 1992) ................................................................................................ 67
Rekenontwikkeling ................................................................................................................................................ 68
DYSCALCULIE ......................................................................................................................................................... 69
DEFINITIE ........................................................................................................................................................... 69
VOORKOMEN .................................................................................................................................................... 69
TOV DYSLEXIE .................................................................................................................................................... 69
DSM-V ............................................................................................................................................................... 70
Criteria Netwerk Leerproblemen Vlaanderen ................................................................................................... 70
Kenmerkende Moeilijkheden ............................................................................................................................ 71
Ook In Dagelijks Leven, Overal Cijfers ........................................................................................................... 71
Dyscalculie Doorheen De Levensloop ............................................................................................................... 72
Soms Al Zichtbaar In De Kleuterklas .............................................................................................................. 72
Lagere School ................................................................................................................................................ 72
4
,INHOUD
LES 1: INLEIDING: LEERPROBLEMEN EN LEERSTOORNISSEN
Leerstoornissen >< Leerproblemen ...................................................................................................................... 10
Stoornissen........................................................................................................................................................ 10
DSM-V Criteria............................................................................................................................................... 10
Dyslexie En Dyscalculie.................................................................................................................................. 12
Problemen ......................................................................................................................................................... 13
Leerprobleem Of Leerstoornis .......................................................................................................................... 13
Remedial Teaching En Behandeling .................................................................................................................. 14
Redelijke Aanpassingen In De Praktijk .......................................................................................................... 14
Psychologische Impact ...................................................................................................................................... 15
(Leer)Stoornis, Beperking En Handicap ............................................................................................................. 15
Onderwijspsychologie ........................................................................................................................................... 16
Wat Is Onderwijspsychologie? .......................................................................................................................... 16
Onderwijspsycholoog ........................................................................................................................................ 16
Definitie International School Psychology Association (ISPA) ....................................................................... 16
7 Rollen ......................................................................................................................................................... 16
Rolverwarring ................................................................................................................................................ 17
Positie ............................................................................................................................................................ 18
Onderwijs In Vlaanderen ....................................................................................................................................... 18
Issues ............................................................................................................................................................. 18
Zittenblijven .................................................................................................................................................. 18
Educational Tracking ..................................................................................................................................... 19
Technologie In Het Onderwijs ....................................................................................................................... 19
LES 2: LEES(ONTWIKKELINGS)THEORIEËN
Theoretische Modellen Van Lezen ........................................................................................................................ 20
Standaardmodel (Twee-Route Model, Coltheart)............................................................................................. 20
Processen ...................................................................................................................................................... 20
Soorten Regels .............................................................................................................................................. 20
Evidentie Voor Het Standaardmodel ............................................................................................................ 21
Beperkingen Standaard Model ..................................................................................................................... 21
Interactieve-Activatiemodel (IAM) (Mcclelland & Rumelhart) ......................................................................... 22
Bottom-Up En Top-Down Processen ............................................................................................................. 22
Fonologische Verwerking Belangrijke Functie Bij Lezen Van Woorden ........................................................ 23
Dual Route Cascaded Model (Coltheart Et Al. , 1993)....................................................................................... 23
Connectionistisch Model (Van Orden) .............................................................................................................. 24
2
, Twee Belangrijke Eigenschappen: ................................................................................................................. 24
Fonologische Mediatietheorie ...................................................................................................................... 26
Stabiliteits – Plasticiteitsdilemma ................................................................................................................. 26
Leesontwikkelingstheorieën ............................................................................................................................. 27
Stage-Based Theorieën ................................................................................................................................. 27
Item-Based Theorieën ................................................................................................................................... 30
Leren Lezen ........................................................................................................................................................... 31
Leesmethodes ................................................................................................................................................... 31
Phonics .......................................................................................................................................................... 31
Whole Language ............................................................................................................................................ 31
Aanleren Van Teken-Klank Koppelingen ........................................................................................................... 32
Gebruik Maken Van Articulatie (Boyer & Ehri, 2011) ................................................................................... 32
Handgeschreven Letters ................................................................................................................................... 32
(Extra) Begeleiding (Slavin 2011) ...................................................................................................................... 33
Andere Principes ............................................................................................................................................... 33
Lexicale Asymmetrie (Compton Et Al., 2014) ........................................................................................................ 34
Implicaties Voor (Ortho)Didactiek ................................................................................................................ 34
LES 3: HET DYSLEXIEDEBAT
Het Populaire Beeld Van Dyslexie ......................................................................................................................... 35
DSM-V Criteria ...................................................................................................................................................... 35
Het Begrip Dyslexie ............................................................................................................................................... 36
Het Begrip ‘Dyslexie’ In Vraag Gesteld .......................................................................................................... 36
Leesvaardigheid Verdeeld Over De Populatie: Verschuiving ................................................................................ 37
Effecten Op Definities ....................................................................................................................................... 37
Afbakening Specifieke Groep Dyslectici ................................................................................................................ 38
Wanneer Is Zwak Lezen Een ‘Leer’-Stoornis? ................................................................................................... 38
Discrepantiecriterium ....................................................................................................................................... 39
Bezwaren Tegen Discrepantiemodel ............................................................................................................ 39
Rol Van Intelligentie .......................................................................................................................................... 40
Besluit Achterliggende Stoornis ........................................................................................................................ 40
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ................................................................ 41
Genetische Factoren ..................................................................................................................................... 42
Neurale Systemen + Link Naar Gedrag Observaties ...................................................................................... 44
LES 4: COGNITIEVE OORZAKEN/DYSLEXIE IN PRAKTIJK
Multiple Deficit Model .......................................................................................................................................... 49
Hersenstructuren .................................................................................................................................................. 50
3
, Cognitieve Factoren .............................................................................................................................................. 52
Oorzaken ........................................................................................................................................................... 52
Van Klassieke Visie Naar Probabilistische Modellen ......................................................................................... 53
Klassiek Deterministich Model ...................................................................................................................... 53
Multifactorieel Probabilistisch Model ........................................................................................................... 53
Fonologische Vaardigheden .............................................................................................................................. 54
Verbale Kortetermijngeheugen......................................................................................................................... 56
Letterkennis ...................................................................................................................................................... 56
Benoemsnelheid ............................................................................................................................................... 57
Visuele Aandachtsspanne Hypothese ............................................................................................................... 58
Defect In Impliciet Volgorde Leren ................................................................................................................... 58
Conclusie ........................................................................................................................................................... 59
Dyslexie In Praktijk ................................................................................................................................................ 60
Recente RTI-Modellen (Fuchs & Fuchs) ............................................................................................................ 60
Behandelprotocol Dyslexie ............................................................................................................................... 61
Brede Basiszorg ............................................................................................................................................. 61
Verhoogde Zorg............................................................................................................................................. 62
Uitbreiding Van Zorg ..................................................................................................................................... 62
GC/IAC/OV4 .................................................................................................................................................. 63
LES 5:DYSCALCULIE
Theoretische Modellen ......................................................................................................................................... 65
Abstract Code Model (Mccloskey Et Al., 1995) ................................................................................................. 65
Triple Code Model ((Dehaene & Cohen, 1995) ................................................................................................. 66
Multiple Code Mode (Campbell & Clark, 1992) ................................................................................................ 67
Rekenontwikkeling ................................................................................................................................................ 68
DYSCALCULIE ......................................................................................................................................................... 69
DEFINITIE ........................................................................................................................................................... 69
VOORKOMEN .................................................................................................................................................... 69
TOV DYSLEXIE .................................................................................................................................................... 69
DSM-V ............................................................................................................................................................... 70
Criteria Netwerk Leerproblemen Vlaanderen ................................................................................................... 70
Kenmerkende Moeilijkheden ............................................................................................................................ 71
Ook In Dagelijks Leven, Overal Cijfers ........................................................................................................... 71
Dyscalculie Doorheen De Levensloop ............................................................................................................... 72
Soms Al Zichtbaar In De Kleuterklas .............................................................................................................. 72
Lagere School ................................................................................................................................................ 72
4
