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dyslexie en dyscalculie
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the low achievement model
a model that looks at performance on standardised tests for specific skills. When the score is significantly lower than expected for the given age group/sex the diagnosis is given.
Con of this is that there are big consequences for the cut-off groups.
Discrepancy model
Looks at indicidual (expected) performance on a specific skill based on general cognitive ability (IQ).
when the skill is 2SD away from mean/expected level this point to a deficit.
con; IQ test cost a lot of money
pro; it looks at an individual level instead of comparing to a group.
The response-to-instruction model
We look for the developmental ability over time in a skill, by varying the level of instruction in an optimal environment.
Pros;
model works with double discrepancy;
child has to respond bad to instruction
AND child has to achieve lower than grade level.
This looks for envirometal causes as well
Multiple Deficits model
emphasizes the interaction/overlap between risk factors and the comorbidity this brings for Dyslexia;
ADHD 40%
Specific LAnguage impairment 50%
dyscalcuia 60%
Developmental coordination disorder 60%
Dyslexia
Severe and persistant word-level literacy difficulties that are not due to general learning abilities, inadequate of instruction or sensory limitations.
Dyslexia by DSM
Learning disorder with impairment in reading
True or false; When you have a first degree familiy member with Dyslexia you have a 60% increase in chace of having it yourself
False; there is a 30-40% increase
3 precursor skills for dyslexia
phoneme awareness; the ability to recognise and influence sounds (phonemes).
Rapid Automized Naming (RAN); rapidly retrieving phonological information from memory. Used for decoding words
lettre knowledge; knowing which sound each letter makes
Protective factors for dyslexia
speech production accuracy
vocabulary
behavioral self regulation
task-focused behaviors
diagnosing dyslexia;
inclusion;
general litteracy
reading skills
spelling skills
errors in all of the above
Exlusion; other possible explanations
dyscalculia
persistent difficulties gaining mathematical knowledge and applying it in an accurate and fluent matter, despite adequate instruction.
risk factors for dyscalculia
Familial risk
number sense; ability to approximate and quickly understand numbers
language understanding
working memory
comorbidity with dyscalculia
dyslexia (with problem-solving)
math anxiety
treatment of dyslexia and dyscalculia
psycho-edocation; learning to work with the diagnosis
compensation; extra time or text to speech
dispensation; less strict norms
remediation; extra tools→ calculator