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Learning Disabilities: Historical Perspectives
European Foundation Periode [1800-1920]
- Aantal baanbrekende bevindingen op gebied van neurologie
- Opkomst van artikelen over leesproblemen komen op
Neurologie & brein
Opkomst van onderzoek naar een bepaald hersengebied en gedrag. Opzoek naar de relatie tussen herenbeschadigingen en mentale stoornissen.
- Borca’s area en afasie: frontale kwab, problemen met spraak en ook met het nazeggen van woorden
- Wernicke’s area en afasie: linker temporale kwab, woorden wel goed uitspreken maar de betekenis van de woorden is weg.
Opkomst onderzoek naar leesproblemen
- Kussmau komt met begrip Word Blindness [“although the power of the sight, intellect and speech are intact.”]
- Hinshelwood komt met aangeboren Word Blindness, stelt dat het het meeste bij mannen voorkomt en waarschijnlijk erfelijk is. Zijn advies: train het visueel geheugen voor woorden en letters in een-op-een-instructie.
US Foundation Periode [1920-1960]
Door Europese resultaten komt er meer interesse en dus onderzoek.
Samuel Orton: sleutelfiguur in de studie. Bleek net als bij Hinshelwood dat zijn onderzochten een normaal IQ hadden. Orton zette hier wel vraagtekens bij, “het matthew-effect”, de IQ-score is wellicht niet zuiver omdat delen van leesvaardigheid afhankelijk zijn.
3 andere verschillen met Hinshelwood:
- Orton stelde dat het vaker voorkwam (10%) dan Hinshelwood vond (1 op 1000).
- Orton stelde dat het niet in 1 hersengebied zat maar in het hele brein
- Orton gebruikt een andere term voor ‘word-blindness’.
Orton bekritiseerde de ‘kijk&zeg’ en ‘kijkend lezen’ benadering. Zijn ideeën:
- Intensieve training die gericht is op het vormen van de juiste klank observatie, met de juiste letters, zowel visueel als gereproduceerd in ’t schrijven. Daarna ook het blenden van deze geluiden.
- Multi sensorische training: kinesthetisch, leren door te doen, via tast/gevoel
Orton-Gillingham benadering: klank gebaseerd, Multi sensorisch met gebruik van visuele, auditieve en kinesthetische wijze voor lezen en spelling.
Grace Fernald: benadrukte juist het lezen en schrijven van hele woorden. Startte UCLA: een aparte school waar kinderen remedial teaching kregen. Groeide snel, maar geen controlegroep.
VAKT: visual auditory kinesthetic tactual methode. 5 stages:
- Losse woorden, naar wens van leerling, op het bord, opzeggen, meevoelen en zelf schrijven
- Zelfde als “1”, maar dan met korte zinnen
- Kind kiest een boek: samen lezen, paragraaf voor paragraaf en bij moeite van een woord, opschrijven en overschrijven
- Zelf lezen, en na elk stukje verslaggeven
- Kind alleen laten lezen.
Marion Monroe: was assistent van Orton. Probeerde zijn methoden uit in Iowa, bij... Interested? Read the instructions below in order to read the full content of this page.
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