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Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

Sparks, Richard L., Artzer, Marjorie, Patton, Jon, Ganschow, Leonore, Miller, Karen, Hordubay, Dorothy J., Walsh, Geri·1998·Annals of Dyslexia
DOI 10.1007/s11881-998-0011-8
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  • Sparks et al. found that MLAT scores of both low-achieving and average-to-high-achieving groups of secondary level L2 learners increased one standard deviation after one year of Spanish instruction, and the gains were maintained over a second year.

    “One explanation for these results could be based on findings from Sparks et al., who found that the MLAT scores of both low-achieving and average-to high-achieving groups of secondary level L2 learners increased one standard deviation after one year of Spanish instruction, and that the gains were maintained over a second year of Spanish (Sparks & Ganschow, 1993b;Sparks et al., 1992Sparks et al., ,”

    From The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities (2023) · cites this paper as Sparks et al., 1998

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Research works printed but not linked: 32

  1. Barr, V. 1993. Foreign Language Requirement and Students with Learning Disabilities. (Report No. EDO-FL-93-04). Washington, DC: Center for Applied Linguistics.
  2. Brown, J., Bennett, J., and Hanna, G. 1981. Nelson-Denny Reading Test. Chicago, IL: Riverside.
  3. Carroll, J. 1962. The prediction of success in intensive foreign language training. In R. Glaser, ed., Training and Research in Education. Pittsburgh, PA: University of Pittsburgh Press.
  4. Carroll, J. 1973. Implications of aptitude test research and psycholinguistic theory for foreign language teaching. International Journal of Psycholinguistics 2:5–14.
  5. Carroll, J., and Sapon, S. 1959. Modern Language Aptitude Test. San Antonio, TX: Psychological Corp.
  6. Dunn, L., and Dunn, L. 1981. Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance.
  7. Ehri, L. 1987. Effects of printed language acquisition on speech. In D. Olson, N. Torrence, and A. Hildyard, eds., Literacy, Language and Learning. Cambridge, MA: Cambridge University Press.
  8. Freed, B. 1987. Exemptions from the foreign language requirement: A review of recent literature, problems, and policy. ADFL Bulletin 18:13–17. · DOI
  9. Ganschow, L., Myer, B., and Roeger, K. 1989. Foreign language policies and procedures for students with specific learning disabilities. Learning Disabilities Focus 5:50–58.
  10. Ganschow, L., and Sparks, R. 1986. Learning disabilities and foreign language difficulties: Deficit in listening skills? Journal of Reading, Writing, and Learning Disabilities International 2:306–19. · DOI
  11. Ganschow, L., and 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 28:107–20. · DOI
  12. Ganschow, L., and Sparks, R. 1996. Foreign language anxiety among high school women. Modern Language Journal 80:199–212. · DOI
  13. Ganschow, L., Sparks, R., Anderson, R., Javorsky, J., and Skinner, S. 1994. Differences in language performance among high and low anxious college foreign language learners. Modern Language Journal 78:41–55. · DOI
  14. Ganschow, L., Sparks, R., Javorsky, J., Pohlman, J., and Bishop-Marbury, A. 1991. Identifying native language learning difficulties among foreign language learners in college: A ‘foreign’ language learning disability? Journal of Learning Disabilities 24:530–41. · DOI
  15. Ganschow, L., Sparks, R., and Schneider, E. 1995. Learning a foreign language: Challenges for students with language learning difficulties. Dyslexia 1:75–95.
  16. Gordon, S. 1994. Oral, motor, feel, and sound blending. Paper presented at the 67th Annual Conference of the American Association of Teachers of French, Quebec, Canada.
  17. Jastak, S. and Wilkinson, G. 1984. Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.
  18. Sparks, R., Ganschow, L., Fluharty, K., and Little, S. 1996. An exploratory study on the effects of Latin on the native language skills and foreign language aptitude of students with and without learning disabilities. Classical Journal 91:165–84.
  19. Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., and Patton, J. 1992a. Identifying native language deficits in high- and low-risk foreign language learners in high school. Foreign Language Annals 25:403–18. · DOI
  20. Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., and Patton, J. 1992b. Test comparisons among students identified as high-risk, low-risk, and learning disabled in high school foreign language courses. Modern Language Journal 76:142–59. · DOI
  21. Sparks, R., Ganschow, L., Kenneweg, S., and 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 41:96–118. · DOI
  22. Sparks, R., Ganschow, L., and Patton, J. 1995. Prediction of performance in first-year foreign language courses: Connections between native and foreign language learning. Journal of Educational Psychology 87:638–55. · DOI
  23. Sparks, R., Ganschow, L., Patton, J., Artzer, M., Siebenhar, D., and Plageman, M. 1997. Prediction of foreign language proficiency. Journal of Educational Psychology 89:549–61. · DOI
  24. Sparks, R., Ganschow, L., Pohlman, J., Skinner, S., and 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. · DOI · Paper page
  25. Sparks, R., Ganschow, L., and Pohlman, J. 1989. Linguistic coding deficits in foreign language learners. Annals of Dyslexia 39:179–95. · DOI
  26. Sparks, R., and Javorsky, J. in press. Students classified as learning disabled and the college foreign language requirement: Replication and comparison studies. Journal of Learning Disabilities.
  27. Sparks, R., Philips, L., and Ganschow L. 1996. Students classified as learning disabled and the college foreign language requirement. In: J. Liskin-Gasparro, ed., Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Boston, MA: Heinle and Heinle.
  28. Sparks, R., Philips, L., Ganschow, L., and Javorsky, J. in press. Comparison of students classified as learning disabled who petitioned for or fulfilled the college foreign language requirement. Journal of Learning Disabilities.
  29. Spinelli, E. 1988. Situation Cards for Oral Evaluation: First Year French, German, and Spanish. New York: Holt, Rinehart and Winston.
  30. Vellutino, F., and Scanlon, D. 1986. Linguistic coding deficits and metalinguistic awareness: Their relationship to verbal and code acquisition in poor and normal readers. In D. Yaden and S. Templeton, eds., Metalinguistic Awareness and Beginning Literacy. Portsmouth, NH: Heineman.
  31. Woodcock, R. 1987. Woodcock Reading Mastery Test-Revised. Circle Pines, MN: American Guidance.
  32. Woodcock, R., and Johnson, M.S. 1978. Woodcock-Johnson Psycho-Educational Battery. Allen Park, TX: DLM Teaching Resources.

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Metadata

Authors
Sparks, R. L., Artzer, M., Patton, J., Ganschow, L., Miller, K., Hordubay, D. J., & Walsh, G.
Venue
Annals of Dyslexia
Publisher
Springer Science and Business Media LLC
Published
1998-12
Volume
48
Issue
1
Pages
239-270
ISSN
  • 0736-9387
  • 1934-7243
DOI
10.1007/s11881-998-0011-8
Cited by
51
References
0
Language
en
Licence
www.springer.com/tdm (tdm)

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