ONDERWIJSPSYCHOLOGIE EN
LEERSTOORNISSEN
Samenvatting lessen + lesnotities
gastcolleges + mindmaps
SAMENVATTING Margo Victorine Vandenplas
2026
ONDERWIJS -
PSYCHOLOGIE &
LEERSTOORNISSEN
,Samenvatting: onderwijspsychologie en leerstoornissen
Inhoud
Samenvatting: onderwijspsychologie en leerstoornissen............................................. 1
Les 1: inleiding ......................................................................................................... 6
1.Leerstoornissen binnen ontwikkelingsstoornissen ................................................ 6
1.1 ontwikkelingsstoornissen ............................................................................. 6
1.2 leerproblemen vs leerstoornissen ................................................................. 6
1.3 DSM-5 criteria en kanttekeningen .................................................................. 7
1.4 Dyslexie en dyscalculie................................................................................. 8
1.5 Leerprobleem OF leerstoornis....................................................................... 9
1.6 Psychologische impact ............................................................................... 11
1.7 (Leer)stoornis, beperking en handicap ......................................................... 11
2. Onderwijspsychologie ..................................................................................... 11
2.1 Wat is onderwijs/ schoolpsychologie ........................................................... 11
2.2 Wat is een onderwijspsycholoog ................................................................. 11
3. Onderwijs in Vlaanderen .................................................................................. 14
3.1 Achtergrond ............................................................................................... 14
3.2 Kennisrijk curriculum ................................................................................. 15
3.3 Issues ....................................................................................................... 15
3.4 Zittenblijven ............................................................................................... 15
3.5 Educational tracking .................................................................................. 16
3.6 Technologie in het onderwijs ....................................................................... 16
Les 2: lees (ontwikkeling) theorieën ......................................................................... 17
1. theoretische modellen van lezen ...................................................................... 17
1.1 Standaard model (2 – route model, Coltheart) ......................................... 17
1.2 Interactieve – activatie model (IAM) ............................................................ 19
1.3 Dual route cascade model (Coltheart et al., 1993) ................................... 20
1.4 Connectionistisch model (Van Orden & Goldinger; 1994) ......................... 20
1.5 Stabiliteits – plasticiteitsdilemma ............................................................... 21
2. Leesontwikkelingstheorieën ............................................................................. 21
1
, 2.1 Stage – based ............................................................................................ 21
2.2 Item based ................................................................................................ 24
3. Leren lezen ..................................................................................................... 24
3.1 Leesmethoden........................................................................................... 25
3.2 Aanleren van teken – klank koppelingen ....................................................... 25
3.3 handgeschreven letters .............................................................................. 26
3.4 (Extra) begeleiding ...................................................................................... 26
4. Lexicale asymmetrie (compton et al., 2014).................................................. 27
4.1 Implicaties voor (ortho) didactiek ................................................................ 27
Les 3: Het dyslexiedebat ......................................................................................... 28
1. Populair beeld van dyslexie .............................................................................. 28
2. DSM – V criteria ............................................................................................... 28
2.1 Het begrip ‘dyslexie’ ................................................................................... 29
2.2 Het begrip ‘dyslexie’ in vraag ....................................................................... 29
3. Leesvaardigheid .............................................................................................. 30
3.1 effecten op definities .................................................................................. 30
4. Afbakening ...................................................................................................... 30
4.1 Zwak lezen of ‘leer’ – stoornis ...................................................................... 30
4.2 Discrepantiecriterium ................................................................................ 31
4.3 Rol intelligentie .......................................................................................... 32
4.4 Besluit achterliggende stoornis ................................................................... 32
4.5 intergenerationele multiple deficit model (de verklaringsniveaus) .................. 33
Les 4: Cognitieve oorzaken/ Dyslexie in praktijk ........................................................ 39
4.6 Van klassieke visie naar probabilistische modellen ....................................... 39
4.7 conclusie .................................................................................................. 44
1. Dyslexie in praktijk ........................................................................................... 45
1.1 Recente RTI – modellen (Douglas Fuchs & Lynn Fuchs) ............................ 45
1.2 Behandelprotocol dyslexie.......................................................................... 46
Les 5: Dyscalculie .................................................................................................. 49
1. Theoretische modellen .................................................................................... 49
1.1 abstract code model (McCloskey et al) ................................................... 49
1.2 Triple code model (Dehaene & Cohen, 1995)............................................ 50
2
, 1.3 Multiple encoding (Campbell & Clark, 1992) ............................................ 51
2. rekenontwikkeling ........................................................................................... 51
2.1 per leeftijd ................................................................................................. 52
3. Dyscalculie ..................................................................................................... 52
3.1 Definitie .................................................................................................... 52
3.2 DSM – V criteria ......................................................................................... 54
3.3 Kenmerkende moeilijkheden....................................................................... 54
3.4 Dyscalculie doorheen de levensloop ........................................................... 55
3.5 Vier fenotypes ............................................................................................ 56
3.6 Comorbide stoornissen .............................................................................. 59
4. Verklaringsniveaus (intergenerationele multiple deficit model) ........................... 60
4.1 Genetisch .................................................................................................. 60
4.2 Neuronaal netwerk ..................................................................................... 60
Les 7: Dyscalculie (2) .............................................................................................. 62
1. (Meta) cognitieve factoren ................................................................................ 62
1.1 Primaire verklarende factoren ..................................................................... 62
1.2 Secundaire verklarende factoren ................................................................. 66
2. Rekenen/ Dyscalculie: Praktijk ......................................................................... 68
2.1 Dyscalculie onderwijs ................................................................................ 68
2.2 Leren rekenen ............................................................................................ 68
2.2 Tedi – math ................................................................................................ 71
3. Behandelprotocol dyscalculie .......................................................................... 71
3.1 Rekenprocesonderzoek .............................................................................. 71
Les 9: hoogbegaafdheid .......................................................................................... 73
1. Prevalentie...................................................................................................... 73
1.1 onder- of overschatting ............................................................................... 73
2. Intelligentie: CHC model (Cattell – Horn – Carroll; Schneider & Mcgrew, 2012) 73
3. Definitie .......................................................................................................... 74
3.1 Wat is hoogbegaafdheid? ............................................................................ 74
3.2 Wat is hoogbegaafdheid niet? ..................................................................... 74
3.3 Subtypes ................................................................................................... 74
3.4 Dubbel bijzonder ........................................................................................ 76
3
LEERSTOORNISSEN
Samenvatting lessen + lesnotities
gastcolleges + mindmaps
SAMENVATTING Margo Victorine Vandenplas
2026
ONDERWIJS -
PSYCHOLOGIE &
LEERSTOORNISSEN
,Samenvatting: onderwijspsychologie en leerstoornissen
Inhoud
Samenvatting: onderwijspsychologie en leerstoornissen............................................. 1
Les 1: inleiding ......................................................................................................... 6
1.Leerstoornissen binnen ontwikkelingsstoornissen ................................................ 6
1.1 ontwikkelingsstoornissen ............................................................................. 6
1.2 leerproblemen vs leerstoornissen ................................................................. 6
1.3 DSM-5 criteria en kanttekeningen .................................................................. 7
1.4 Dyslexie en dyscalculie................................................................................. 8
1.5 Leerprobleem OF leerstoornis....................................................................... 9
1.6 Psychologische impact ............................................................................... 11
1.7 (Leer)stoornis, beperking en handicap ......................................................... 11
2. Onderwijspsychologie ..................................................................................... 11
2.1 Wat is onderwijs/ schoolpsychologie ........................................................... 11
2.2 Wat is een onderwijspsycholoog ................................................................. 11
3. Onderwijs in Vlaanderen .................................................................................. 14
3.1 Achtergrond ............................................................................................... 14
3.2 Kennisrijk curriculum ................................................................................. 15
3.3 Issues ....................................................................................................... 15
3.4 Zittenblijven ............................................................................................... 15
3.5 Educational tracking .................................................................................. 16
3.6 Technologie in het onderwijs ....................................................................... 16
Les 2: lees (ontwikkeling) theorieën ......................................................................... 17
1. theoretische modellen van lezen ...................................................................... 17
1.1 Standaard model (2 – route model, Coltheart) ......................................... 17
1.2 Interactieve – activatie model (IAM) ............................................................ 19
1.3 Dual route cascade model (Coltheart et al., 1993) ................................... 20
1.4 Connectionistisch model (Van Orden & Goldinger; 1994) ......................... 20
1.5 Stabiliteits – plasticiteitsdilemma ............................................................... 21
2. Leesontwikkelingstheorieën ............................................................................. 21
1
, 2.1 Stage – based ............................................................................................ 21
2.2 Item based ................................................................................................ 24
3. Leren lezen ..................................................................................................... 24
3.1 Leesmethoden........................................................................................... 25
3.2 Aanleren van teken – klank koppelingen ....................................................... 25
3.3 handgeschreven letters .............................................................................. 26
3.4 (Extra) begeleiding ...................................................................................... 26
4. Lexicale asymmetrie (compton et al., 2014).................................................. 27
4.1 Implicaties voor (ortho) didactiek ................................................................ 27
Les 3: Het dyslexiedebat ......................................................................................... 28
1. Populair beeld van dyslexie .............................................................................. 28
2. DSM – V criteria ............................................................................................... 28
2.1 Het begrip ‘dyslexie’ ................................................................................... 29
2.2 Het begrip ‘dyslexie’ in vraag ....................................................................... 29
3. Leesvaardigheid .............................................................................................. 30
3.1 effecten op definities .................................................................................. 30
4. Afbakening ...................................................................................................... 30
4.1 Zwak lezen of ‘leer’ – stoornis ...................................................................... 30
4.2 Discrepantiecriterium ................................................................................ 31
4.3 Rol intelligentie .......................................................................................... 32
4.4 Besluit achterliggende stoornis ................................................................... 32
4.5 intergenerationele multiple deficit model (de verklaringsniveaus) .................. 33
Les 4: Cognitieve oorzaken/ Dyslexie in praktijk ........................................................ 39
4.6 Van klassieke visie naar probabilistische modellen ....................................... 39
4.7 conclusie .................................................................................................. 44
1. Dyslexie in praktijk ........................................................................................... 45
1.1 Recente RTI – modellen (Douglas Fuchs & Lynn Fuchs) ............................ 45
1.2 Behandelprotocol dyslexie.......................................................................... 46
Les 5: Dyscalculie .................................................................................................. 49
1. Theoretische modellen .................................................................................... 49
1.1 abstract code model (McCloskey et al) ................................................... 49
1.2 Triple code model (Dehaene & Cohen, 1995)............................................ 50
2
, 1.3 Multiple encoding (Campbell & Clark, 1992) ............................................ 51
2. rekenontwikkeling ........................................................................................... 51
2.1 per leeftijd ................................................................................................. 52
3. Dyscalculie ..................................................................................................... 52
3.1 Definitie .................................................................................................... 52
3.2 DSM – V criteria ......................................................................................... 54
3.3 Kenmerkende moeilijkheden....................................................................... 54
3.4 Dyscalculie doorheen de levensloop ........................................................... 55
3.5 Vier fenotypes ............................................................................................ 56
3.6 Comorbide stoornissen .............................................................................. 59
4. Verklaringsniveaus (intergenerationele multiple deficit model) ........................... 60
4.1 Genetisch .................................................................................................. 60
4.2 Neuronaal netwerk ..................................................................................... 60
Les 7: Dyscalculie (2) .............................................................................................. 62
1. (Meta) cognitieve factoren ................................................................................ 62
1.1 Primaire verklarende factoren ..................................................................... 62
1.2 Secundaire verklarende factoren ................................................................. 66
2. Rekenen/ Dyscalculie: Praktijk ......................................................................... 68
2.1 Dyscalculie onderwijs ................................................................................ 68
2.2 Leren rekenen ............................................................................................ 68
2.2 Tedi – math ................................................................................................ 71
3. Behandelprotocol dyscalculie .......................................................................... 71
3.1 Rekenprocesonderzoek .............................................................................. 71
Les 9: hoogbegaafdheid .......................................................................................... 73
1. Prevalentie...................................................................................................... 73
1.1 onder- of overschatting ............................................................................... 73
2. Intelligentie: CHC model (Cattell – Horn – Carroll; Schneider & Mcgrew, 2012) 73
3. Definitie .......................................................................................................... 74
3.1 Wat is hoogbegaafdheid? ............................................................................ 74
3.2 Wat is hoogbegaafdheid niet? ..................................................................... 74
3.3 Subtypes ................................................................................................... 74
3.4 Dubbel bijzonder ........................................................................................ 76
3
