In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not “catch up” with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.
Get full access to this article
View all access options for this article.
References
1.
American Council on the Teaching of Foreign Languages. (1986). ACTFL proficiency guidelines.Hastings-on-Hudson, NY: Author.
2.
American Council on the Teaching of Foreign Languages. (1989). ACTFL proficiency guidelines.Yonkers, NY: Author.
3.
Brown, J., Bennett, J. M., & Hanna, G. (1981). Nelson-Denny reading test.Chicago: Riverside.
4.
Carroll, J. (1962). The prediction of success in intensive foreign language training. In R. Glaser (Ed.), Training and research in education (pp. 87–136). Pittsburgh: University of Pittsburgh Press.
5.
Carroll, J., & Sapon, S. (1959). Modern language aptitude test.San Antonio, TX: Psychological Corp.
6.
Dunn, L., & Dunn, L. (1981). Peabody picture vocabulary test-Revised.Circle Pines, MN: American Guidance Service.
7.
Ehrman, M. (1990). The role of personality type in adult language learning: An ongoing investigation. In T. Parry & C. Stansfield (Eds.), Language aptitude reconsidered (pp. 126–178). Englewood Cliffs, NJ: Prentice-Hall.
8.
Ganschow, L., & Sparks, R. (1991). A screening instrument for foreign language learning problems: Evidence for a relationship between native and second language learning problems. Foreign Language Annals, 24, 383–398.
9.
Ganschow, L., & Sparks, R. (1995). Effects of direct instruction in Spanish phonology on the native language skills and foreign language aptitude of at-risk foreign language learners, Journal of Learning Disabilities, 28, 107–120.
10.
Ganschow, L., Sparks, R., Anderson, R., Javorsky, J., & Skinner, S. (1994). Differences in language performance among high and low anxious college foreign language learners. Modern Language Journal, 78, 41–55.
11.
Ganschow, L., Sparks, R., Javorsky, J., Pohlman, J., & Bishop-Marbury, A. (1991). Identifying native language difficulties among foreign language learners in college: A “foreign” language learning disability?. Journal of Learning Disabilities, 24, 530–541.
12.
Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation.London: Edward Arnold.
13.
Gillingham, A., & Stillman, B. (1960). Remedial training for children with specific disability in reading, writing, and penmanship.Cambridge, MA: Educators Publishing.
14.
Higgs, T. (1987). Oral proficiency testing and its significance for practice. Theory Into Practice, 36, 262–267.
15.
Ho, J. (1987). Prediction of foreign language skills: A canonical and part canonical correlation study. Contemporary Educational Psychology, 32, 119–130.
16.
Horwitz, E., Horwitz, M., & Cope J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
17.
Jastak, S., & Wilkinson, G. (1984). Wide range achievement test-Revised.Wilmington, DE: Jastak Associates.
Oxford, R. (1990). Styles, strategies, and aptitude: Connections for language learning. In T. Parry & C. Stansfield (Eds.), Language aptitude reconsidered (pp. 67–125). Englewood Cliffs, NJ: Prentice-Hall.
20.
Sparks, R., & Ganschow, L. (1991). Foreign language learning difficulties: Affective or native language aptitude differences?. Modern Language Journal, 75, 3–16.
21.
Sparks, R., & Ganschow, L. (1993a). Searching for the cognitive locus of foreign language learning difficulties: Linking native and foreign language learning. Modern Language Journal, 77, 289–302.
22.
Sparks, R., & Ganschow, L. (1993b). The effects of a multisensory structured language approach on the native language and foreign language aptitude skills of at-risk learners: A follow-up and replication study. Annals of Dyslexia, 43, 194–216.
23.
Sparks, R., & Ganschow, L. (1993c). The impact of native language learning problems on foreign language learning: Case study illustrations of the Linguistic Coding Deficit Hypothesis. Modern Language Journal, 77, 58–74.
24.
Sparks, R., & Ganschow, L. (in press). Does the study of Latin affect the native and foreign language aptitude skills of students with and without learning disabilities?. Classical Journal.
25.
Sparks, R., & Ganschow, L. (1995). Parent perceptions in the screening for performance in foreign language courses. Foreign Language Annals, 28, 371–391.
26.
Sparks, R., & Ganschow, L. (1996). Teachers' perceptions of students' foreign language skills and affective characteristics. Journal of Educational Research, 89, 172–185.
27.
Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., & Patton, J. (1992a). Test comparisons among students identified as high-risk, low-risk, and learning disabled in high school foreign language courses. Modern Language Journal, 76, 142–159.
28.
Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., & Patton, J. (1992b). Identifying native language deficits in high and low risk foreign language learners in high school. Foreign Language Annals, 25, 403–418.
29.
Sparks, R., Ganschow, L., Kenneweg, S., & Miller, K. (1991). Use of an Orton-Gillingham method to teach a foreign language to dyslexic/learning disabled students: Explicit teaching of phonology in a second language. Annals of Dyslexia, 43, 96–118.
30.
Sparks, R., Ganschow, L., & Pohlman, J. (1989). Linguistic coding deficits in foreign language learners. Annals of Dyslexia, 39, 179–195.
31.
Sparks, R., Ganschow, L., Pohlman, J., Skinner, S., & Artzer, M. (1992). The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of at-risk foreign language learners. Annals of Dyslexia, 42, 25–53.
32.
Vellutino, F., & Scanlon, D. (1986). Linguistic coding and metalinguistic awareness: Their relationship to verbal and code acquisition in poor and normal readers. In D. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginning literacy (pp. 115–141). Portsmouth, NH: Heinemann.
33.
Williams, J. (1987). Educational treatment for dyslexia at the elementary and secondary levels. In W. Ellis (Ed.), Intimacy with language (pp. 24–32). Baltimore: Orton Dyslexia Society.
34.
Woodcock, R. (1987). Woodcock reading mastery test-Revised.Circle Pines, MN: American Guidance Service.
35.
Woodcock, R., & Johnson, M. B. (1978). Woodcock-Johnson psycho-educational battery.Allen Park, TX: DLM Teaching Resources.
