Inhoudsopgave
Week 1 ............................................................................................................................................................4
Inleiding en vaststellen van leerproblemen ................................................................................................4
Onderwijsleerproblemen, hoofdstuk 1: Classification, definition, and identification of learning
disabilities. .................................................................................................................................................4
Treatment validity as a unifying construct for identifying learning disabilities. .................................6
Fuchs, L. S., Fuchs, D., & Speece (2002).................................................................................................6
Smart RTI: A next-generation approach to multilevel prevention. .......................................................9
Fuchs, D., Fuchs, L. S., & Compton, D. (2012) ........................................................................................9
Week 2 ..........................................................................................................................................................11
Intelligentie en geheugen ...........................................................................................................................11
Onderwijsleerproblemen, hoofdstuk 2: Theories and measurement of intelligence. .......................11
Investigating the predictive roles of working memory and IQ in academic attainment. ..................14
Alloway, T. P., & Alloway, R. G. (2010) ..................................................................................................14
Interventie bij Onderwijsleerproblemen: Werkgeheugen (Leseman) .................................................16
Conceptuele modellen over leren en het ontstaan van leerproblemen .................................................18
Onderwijsleerproblemen, hoofdstuk 4: Educational approaches ......................................................18
Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional
design perspective. .................................................................................................................................21
Ertmer, P. A., & Newby, T. J. (2013) .......................................................................................................21
Week 3 ..........................................................................................................................................................26
Leren in school en zelfregulatie .................................................................................................................26
Onderwijsleerproblemen, hoofdstuk 5: Self-regulation .......................................................................26
Students’ self-regulation and achievement in basic reading and math skills: the role of student–
teacher relationships in middle childhood. ..........................................................................................29
Zee, M., & de Bree, E. H. (2016) ..............................................................................................................29
Taalontwikkeling..........................................................................................................................................33
Onderwijsleerproblemen, hoofdstuk 6: Language development ........................................................33
How social contexts support and shape language development. ......................................................36
Hoff, E. (2006)...........................................................................................................................................36
Week 4 ..........................................................................................................................................................40
Taalontwikkeling..........................................................................................................................................40
Foundations for a new science of learning...........................................................................................40
Meltzoff, A.N., Kuhl, P.K., Movellan, J. & Sejnowksi, T.J. (2009).........................................................40
Impact of professional development on preschool teachers’ conversational responsivity and
children’s linguistic productivity and complexity. ...............................................................................42
Piasta, S., Justice, L.M., Cabell, S.Q., Wiggins, A.K., Pence Turnbull, K., & Curenton, S.M. (2012) 42
Academic language and the challenge of reading for learning about science. ................................43
Snow, C.E. (2010).....................................................................................................................................43
Technisch lezen ...........................................................................................................................................44
Reading development and difficulties, hoofdstuk 2: Skilled word reading .......................................44
Reading development and difficulties, hoofdstuk 4: Learning to read words ..................................46
Week 5 ..........................................................................................................................................................48
Spelling.........................................................................................................................................................48
Interventie bij Onderwijsleerproblemen: Spellen (Bosman) ...............................................................48
The development of spelling skill. .........................................................................................................50
Treiman, R., & Bourassa, D. C. (2000) ...................................................................................................50
Implicit and explicit instruction of spelling rules. ................................................................................51
Kemper, M. J., Verhoeven, L., & Bosman, A. M. T. (2012) ....................................................................51
Begrijpend lezen ..........................................................................................................................................53
Reading development and difficulties, hoofdstuk 3: The skilled comprehender..............................53
Reading development and difficulties, hoofdstuk 5: The development of reading comprehension
...................................................................................................................................................................55
Reading development and difficulties, hoofdstuk 7: Reading comprehension difficulties .............57
Week 1 ............................................................................................................................................................4
Inleiding en vaststellen van leerproblemen ................................................................................................4
Onderwijsleerproblemen, hoofdstuk 1: Classification, definition, and identification of learning
disabilities. .................................................................................................................................................4
Treatment validity as a unifying construct for identifying learning disabilities. .................................6
Fuchs, L. S., Fuchs, D., & Speece (2002).................................................................................................6
Smart RTI: A next-generation approach to multilevel prevention. .......................................................9
Fuchs, D., Fuchs, L. S., & Compton, D. (2012) ........................................................................................9
Week 2 ..........................................................................................................................................................11
Intelligentie en geheugen ...........................................................................................................................11
Onderwijsleerproblemen, hoofdstuk 2: Theories and measurement of intelligence. .......................11
Investigating the predictive roles of working memory and IQ in academic attainment. ..................14
Alloway, T. P., & Alloway, R. G. (2010) ..................................................................................................14
Interventie bij Onderwijsleerproblemen: Werkgeheugen (Leseman) .................................................16
Conceptuele modellen over leren en het ontstaan van leerproblemen .................................................18
Onderwijsleerproblemen, hoofdstuk 4: Educational approaches ......................................................18
Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional
design perspective. .................................................................................................................................21
Ertmer, P. A., & Newby, T. J. (2013) .......................................................................................................21
Week 3 ..........................................................................................................................................................26
Leren in school en zelfregulatie .................................................................................................................26
Onderwijsleerproblemen, hoofdstuk 5: Self-regulation .......................................................................26
Students’ self-regulation and achievement in basic reading and math skills: the role of student–
teacher relationships in middle childhood. ..........................................................................................29
Zee, M., & de Bree, E. H. (2016) ..............................................................................................................29
Taalontwikkeling..........................................................................................................................................33
Onderwijsleerproblemen, hoofdstuk 6: Language development ........................................................33
How social contexts support and shape language development. ......................................................36
Hoff, E. (2006)...........................................................................................................................................36
Week 4 ..........................................................................................................................................................40
Taalontwikkeling..........................................................................................................................................40
Foundations for a new science of learning...........................................................................................40
Meltzoff, A.N., Kuhl, P.K., Movellan, J. & Sejnowksi, T.J. (2009).........................................................40
Impact of professional development on preschool teachers’ conversational responsivity and
children’s linguistic productivity and complexity. ...............................................................................42
Piasta, S., Justice, L.M., Cabell, S.Q., Wiggins, A.K., Pence Turnbull, K., & Curenton, S.M. (2012) 42
Academic language and the challenge of reading for learning about science. ................................43
Snow, C.E. (2010).....................................................................................................................................43
Technisch lezen ...........................................................................................................................................44
Reading development and difficulties, hoofdstuk 2: Skilled word reading .......................................44
Reading development and difficulties, hoofdstuk 4: Learning to read words ..................................46
Week 5 ..........................................................................................................................................................48
Spelling.........................................................................................................................................................48
Interventie bij Onderwijsleerproblemen: Spellen (Bosman) ...............................................................48
The development of spelling skill. .........................................................................................................50
Treiman, R., & Bourassa, D. C. (2000) ...................................................................................................50
Implicit and explicit instruction of spelling rules. ................................................................................51
Kemper, M. J., Verhoeven, L., & Bosman, A. M. T. (2012) ....................................................................51
Begrijpend lezen ..........................................................................................................................................53
Reading development and difficulties, hoofdstuk 3: The skilled comprehender..............................53
Reading development and difficulties, hoofdstuk 5: The development of reading comprehension
...................................................................................................................................................................55
Reading development and difficulties, hoofdstuk 7: Reading comprehension difficulties .............57
