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Process Diagnosis of Learning Difficulties and Remedial Teaching


Admission requirements

Only open to Master students in Child and Adolescent Psychology.


This course will be especially useful for students who intend to work in a school setting (e.g. schools advisory services).The topics of this master’s course are learning difficulties and remedial teaching. Learning difficulties often go hand in hand with cognitive and social-emotional developmental disorders. Conversely, developmental disorders (e.g. a slow intellectual development or ADHD) may impede learning processes and eventually crystallize out into a learning difficulty. Developmental and educational psychologists in various institutions should have basic knowledge of the nature, the assessment, and the re-mediation of learning difficulties. This master’s course covers practice-based literature and examples, and offers (hands-on) experience with in-depth process analysis of learning difficulties.

Two topics are emphasized:

  • Learning to detect learning difficulties through cognitive process diagnosis. This means that a cognitive task analysis must first be performed, through which the prerequisite knowledge and skills for performing the task are identified. The impact of motivational and social-emotional processes must also be recognized; do they support or hinder the learning process? The information from the task analysis can be used as a template to better understand the student’s learning behaviour, in order to detect specific failures in the student’s knowledge and skills at both the cognitive and affective level.

  • Remedial teaching pertains to the knowledge and evaluation of effective intervention methods (for different domains like reading, writing, and maths), based on the information that has been gathered from the process diagnosis of specific learning difficulties.

Course objectives

On completion of this course it is expected that students will:

  • have acquired knowledge about learning difficulties;

  • have acquired elementary, practical skills for process diagnosis of those difficulties;

  • have acquired knowledge about how to undertake remedial intervention and to evaluate the effects of those interventions.


Process Diagnosis of Learning Disabilities and Remedial Teaching (2014-2015):



Students need to enroll for lectures and work group sessions. Please consult the Instructions registration


Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination. Registering for exams

Mode of instruction

  • 1 plenary lecture, introducing the theory and principles of process diagnosis of learning difficulties

  • 3 workgroups facilitating training in the application of assessment materials and remedial teaching techniques for dyslexia

  • 3 workgroups facilitating training in the application of assessment materials and remedial teaching techniques for math problems.

Assessment method

  • Examination with essay questions

  • Written individual reports

The Faculty of Social Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud


Information on

Reading list • Shaywitz, S. (2005). Hulpgids dyslexie. Amsterdam: Nieuwezijds. (or the English version: Shaywitz, S. (2003). Overcoming dyslexia. New York: Vintage Books.) • Reader with a broad range of articles.

Contact information Mw. F.E. Stad, MSc. Room 3B49 Telephone +31 71 527 6790 E-mail: