Samenvatting onderwijspsychologie en leerstoornissen VUB

Lena C.
2023


Samenvatting Ontwikkelingspsychologie
en leerstoornissen
Inhoud
Les 1: inleiding leerstoornissen en onderwijspsychologie ....................................................................6
1. Leerstoornissen...........................................................................................................................6
1.1 Ontwikkelingsstoornis .........................................................................................................6
1.2 Leerproblemen versus leerstoornissen ................................................................................6
1.3 DSM-V criteria .....................................................................................................................6
1.3.1 DSM-V criteria: opmerkingen ...........................................................................................7
1.4 Dyslexie en dyscalculie ........................................................................................................8
1.5 (Leer)stoornis, beperking en handicap .................................................................................9
1.6 Persoonlijke impact .............................................................................................................9
1.7 Impact onderwijs .................................................................................................................9
1.7.1 Remedial teaching en behandeling ................................................................................ 10
1.8 Praktijk: redelijke aanpassingen ......................................................................................... 11
1.9 Leerstoornissen: theorie en praktijk................................................................................... 11
2. Onderwijspsychologie ............................................................................................................... 12
2.1 Onderwijspsycholoog ........................................................................................................ 12
2.1.1 Onderwijspsychologie: rolverwarring ............................................................................. 13
2.2 Onderwijs in Vlaanderen ................................................................................................... 14
2.3 Vlaams onderwijs: issues ................................................................................................... 14
2.4 Zittenblijven ...................................................................................................................... 14
2.5 Inclusief onderwijs............................................................................................................. 14
Les 2: Het dyslexiedebat ................................................................................................................... 15
1. Populair beeld van dyslexie ................................................................................................... 15
2. Het begrip ‘dyslexie’ .............................................................................................................. 15
3. Effecten op definities ............................................................................................................ 15
4. Afbakening specifieke groep dyslectici................................................................................... 16
4.1 Exclusiecriteria .................................................................................................................. 17
4.2 Zwak lezen of ‘leer’-stoornis? ............................................................................................ 17
4.3 Rol van intelligentie ........................................................................................................... 19
5. Bestaat er zoiets als een dyslexie-specifieke achterliggende stoornis? ................................... 19
5.1 Erfelijkheidsonderzoek ...................................................................................................... 20
6. Problemen verbonden met niet-wetenschappelijke connotaties ........................................... 21

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,Lena C.
2023

7. Intergenerationeel multiple deficit model (de verklaringsniveaus) ......................................... 22
8. Hoe het brein in kaart brengen? ............................................................................................ 24
8.1 Neurofunctionele basis van dyslexie .................................................................................. 25
8.2 Neuroanatomische basis van dyslexie ................................................................................ 26
Les 3: Cognitieve oorzaken ................................................................................................................ 27
1. Klassieke visie........................................................................................................................ 27
1.1 Medisch model/defect model ............................................................................................ 28
2. Multifactorieel verklaringsmodel ........................................................................................... 29
2.1 Fonologisch bewustzijn...................................................................................................... 29
2.2 Verbale kortetermijngeheugen .......................................................................................... 31
2.3 Letterkennis ...................................................................................................................... 31
2.4 Snelbenoemen .................................................................................................................. 32
2.5 Visuele aandachtsspanne .................................................................................................. 32
2.6 Defect in impliciet volgorde leren ...................................................................................... 33
Les 4: Lees(ontwikkelings)theorieën.................................................................................................. 34
1. Theoretische modellen van lezen .......................................................................................... 34
1.1 Standaardmodel ................................................................................................................ 34
1.2 Interactieve-activatiemodel (IAM) ..................................................................................... 36
1.3 Connecitionistisch model ................................................................................................... 38
2. Leesontwikkelingstheorieën .................................................................................................. 39
2.1 Fasetheorie van Frith (1985) .............................................................................................. 39
2.2 Leesstadia van Ehri ............................................................................................................ 40
2.3 Self-teaching hypothese (Share, 1995) ............................................................................... 42
Les 5: hoogbegaafdheid .................................................................................................................... 44
1. Prevalentie ............................................................................................................................ 44
2. Intelligentie: CHC model ........................................................................................................ 44
(Cattell-Horn-Carroll; Schneider & Mcgrew, 2012)......................................................................... 44
3. Definitie ................................................................................................................................ 46
3.1 Wat? ................................................................................................................................. 46
3.2 Wat niet?........................................................................................................................... 47
3.3 Subtypen ........................................................................................................................... 47
4. Mönks & Mason, 2000 .......................................................................................................... 49
5. Multifactorenmodel (Heller, 2005) ........................................................................................ 50
6. Delphi-model (Kooijman-van thiel, 2008) .............................................................................. 50
7. Theorie: Groeimodel ............................................................................................................. 51
Kieboom & Venderickx, 2017 ........................................................................................................ 51

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,Lena C.
2023

8. Risico of sterkte ..................................................................................................................... 52
9. Wat is hoogbegaafdheid? ...................................................................................................... 52
9.1 Sociaal-emotionele ontwikkeling ....................................................................................... 52
9.2 Gedrag .............................................................................................................................. 53
9.3 School ............................................................................................................................... 53
9.4 Opvoeding ......................................................................................................................... 53
10. Typisch beeld..................................................................................................................... 53
11. Hoogbegaafdheid herkennen............................................................................................. 54
12. Omgeving .......................................................................................................................... 56
13. Tips voor ouders ................................................................................................................ 57
14. Tips voor school ................................................................................................................. 57
15. Praktijk .............................................................................................................................. 57
16. Ongelijke kansen ............................................................................................................... 58
Les 6: Zittenblijven ............................................................................................................................ 59
1. “Zittenblijven in vraag gesteld”.............................................................................................. 59
2. Denkkaders ........................................................................................................................... 59
3. Bredere context .................................................................................................................... 60
4. Onderzoek van Mieke Goos (2013) Zittenblijven.................................................................... 61
4.1 Wetenschappelijke studies ................................................................................................ 62
4.1.1 Propensity score matching ............................................................................................. 63
5. Goos, 2021 ............................................................................................................................ 66
6. Varianten en alternatieven van zittenblijven ......................................................................... 67
Les 7: inclusief onderwijs .................................................................................................................. 68
1. Perspectieven op inclusie ...................................................................................................... 68
1.1 Geschiedenis als leidraad................................................................................................... 68
2. Inclusie versus gelijke onderwijskansen ................................................................................. 70
2.1 Klasniveau ......................................................................................................................... 70
2.2 Schoolniveau ..................................................................................................................... 71
2.3 Individueel niveau ............................................................................................................. 71
3. Mindset als basis voor gelijke onderwijskansen ..................................................................... 72
4. Conclusie............................................................................................................................... 73
Les 8: dyscalculie (1) ......................................................................................................................... 73
1. Definitie ................................................................................................................................ 73
2. Ten opzichte van dyslexie ...................................................................................................... 74
3. DSM-V criteria ....................................................................................................................... 74
4. Criteria netwerk leerproblemen Vlaanderen.......................................................................... 74

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,Lena C.
2023

5. Rekenprocesonderzoek ......................................................................................................... 75
6. Kenmerkende moeilijkheden ................................................................................................. 76
7. Dyscalculie onderwijs ............................................................................................................ 77
8. 4 fenotypes ........................................................................................................................... 77
9. Comorbide stoornissen ......................................................................................................... 79
10. Intergenerationele multiple deficit model (de verklaringsniveaus) ..................................... 79
10.1 Genetisch .......................................................................................................................... 80
10.2 Neuronaal netwerk............................................................................................................ 80
10.3 (meta)cognitieve factoren ................................................................................................. 82
Les 9: metacognitieve vaardigheden ................................................................................................. 82
1. Leren ..................................................................................................................................... 82
1.1 Lezen en spellen ................................................................................................................ 82
1.2 Rekenen ............................................................................................................................ 82
2. Metacognitie ......................................................................................................................... 83
2.1 Ontwikkeling van metacognitie.......................................................................................... 86
2.2 Grote onderzoeksuitdaging................................................................................................ 86
2.3 Leren en metacognitie ............................................................................................................. 88
3. Complex samenspel van factoren .......................................................................................... 90
Les 10: Dyscalculie (2) ....................................................................................................................... 91
1. Primaire verklaringsfactoren ................................................................................................. 91
1.1 Number sense ................................................................................................................... 91
1.2 Executief functioneren ...................................................................................................... 94
1.3 Benoemsnelheid................................................................................................................ 94
1.4 Korte termijn en/of werkgeheugen .................................................................................... 94
1.5 Volgehouden aandacht ...................................................................................................... 94
2. Secundair verklarende factoren ............................................................................................. 94
2.1 Math anxiety ..................................................................................................................... 94
3. Dyscalculie doorheen de levensloop ...................................................................................... 95
4. Tedi-math ............................................................................................................................. 96
5. Rol omgeving ........................................................................................................................ 96
6. Theoretische modellen .......................................................................................................... 97
6.1 Abstract code model.......................................................................................................... 98
6.2 Tripple code-model (Dehaene & Cohen, 1995)................................................................... 99
6.3 Multiple encoding............................................................................................................ 100
7. Rekenontwikkeling .............................................................................................................. 100
Les 11: didactiek van lezen en rekenen ........................................................................................... 101

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,Lena C.
2023

1. Achtergrond ontwikkelingspsychologie ............................................................................... 101
2. Leren rekenen ..................................................................................................................... 102
2.1 Mechanistische stroming ................................................................................................. 102
2.2 Empirische stroming ........................................................................................................ 102
2.3 (Formeel-)structuralistische stroming .................................................................................... 103
2.3 Realistische stroming ....................................................................................................... 103
3. Leren lezen.......................................................................................................................... 105
4. Serious game dyslexie ......................................................................................................... 108
5. Gamification versus game-based learning ........................................................................... 108
5.1 Gamification .................................................................................................................... 108
5.2 Game-based learning....................................................................................................... 109




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, Lena C.
2023

Les 1: inleiding leerstoornissen en onderwijspsychologie
1. Leerstoornissen
1.1 Ontwikkelingsstoornis
 Neurologische of psychische aandoening die ‘normale’ ontwikkeling verstoord
- Breed begrip: continuüm van subjectieve impact
- Treed vroeg in kindertijd op
 Voorbeelden: autisme, ADHD, zwakbegaafdheid, leerstoornissen
 Ook rekening houden met eventuele andere ontwikkelingsstoornissen om te kunnen spreken
van een leerstoornis


1.2 Leerproblemen versus leerstoornissen
 Vaak gaan ontwikkelingsstoornissen gepaard met leerproblemen, maar duidelijk onderscheid
- Bv: bij zwakbegaafdheid horen ook leerproblemen
 Leerproblemen zijn veel breder:
- Gebrek aan motivatie
o Bv: sommige mensen hebben wel de cognitieve capaciteit maar er is geen zin
- Invloed sociale context
o Bv: niet ideale leersituatie hebben in covid pandemie
- …
 ‘Stoornis’  specifieke criteria opgesteld (zie DSM)
 Specifieke leerstoornis (= juiste term in de DSM): specificiteit in verminderde mogelijkheden
- Is specifiek omdat het gaat over een specifiek afgebakend deel bijvoorbeeld het moeite
hebben om vlot te kunnen lezen
- Specificiteit paradox: quid comorbiditeit (zie later)  je ziet een hele specifieke uitval
van vaardigheden, maar onderliggend geen specifieke oorzaak (brede algemene dingen
die moeilijkheden gaan veroorzaken)


1.3 DSM-V criteria




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