Students classified as LD and the college Foreign Language requirement: A quantitative analysis

Journal of Learning Disabilities

Volumn 32, Issue 6, 1999, Pages 566-580

  Sparks, Richard L ^a   Philips, Lois ^b,c,d   Ganschow, Leonore ^b,d   Javorsky, James ^e  

^a College of Mount St Joseph ^*  (United States)

^b MIAMI UNIVERSITY   (United States)

^c Association of Higher Education and Disability

^d International Dyslexia Association   (United States)

^e PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ADULT; ARTICLE; FEMALE; HUMAN; LANGUAGE; LEARNING DISORDER; MALE; MIDDLE AGED; STUDENT; UNIVERSITY;

ACHIEVEMENT; ADOLESCENT; ADULT; FEMALE; HUMANS; LANGUAGE; LEARNING DISORDERS; MALE; MIDDLE AGED; STUDENTS; UNIVERSITIES;

EID: 0033418952     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949903200608     Document Type: Article

References (55)

1. Barr, V. (1993). Foreign language requirements and students with learning disabilities. Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED 355 834.)
2. 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, PA: University of Pittsburgh Press.
3. Carroll, J. (1990). Cognitive abilities in foreign language aptitude: Then and now. In T. Parry & C. Stansfield (Eds.), Language aptitude reconsidered (pp. 1-29). Englewood Cliffs, NJ: Prentice Hall.
4. Carroll, J., & Sapon, S. (1959). Modern Language Aptitude Test (MLAT) manual. San Antonio, TX: Psychological Corp.
5. Cone, T., & Wilson, L. (1981). Quantifying a severe discrepancy: A critical analysis. Learning Disabilities Quarterly, 4, 359-371.
6. Dinklage, K. (1971). Inability to learn a foreign language. In G. Blaine & C. McArthur (Eds.), Emotional problems of the student (pp. 185-206). New York: Appleton-Century-Crofts.
7. Fletcher, J., Shaywitz, S., Shankweiler, D., Katz, L., Liberman, I., Francis, D., Stuebing, K., & Shaywitz, B. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 31-48.
8. Frankenberger, W., & Fronzaglio, K. (1991). A review of states' criteria and procedures for identifying children with learning disabilities. Journal of Learning Disabilities, 24, 495-500.
9. Freed, B. (1987). Exceptions from the foreign language requirement: A review of the recent literature. ADFL Bulletin, 18, 13-17.
10. Frick, R. (1995). Accepting the null hypothesis. Memory and Cognition, 21, 132-138.
11. Gajar, A. (1987). Foreign language learning disabilities: The identification of predicative and diagnostic variables. Journal of Learning Disabilities, 20, 327-330.
12. Ganschow, L., Myer, B., & Roeger, K. (1989). Foreign language policies and procedures for students with specific learning disabilities. Learning Disabilities Focus, 5, 50-58.
13. Ganschow, L., & Sparks, R. (1986). Learning disabilities and foreign language difficulties: Deficit in listening skills? Journal of Reading, Writing, and Learning Disabilities International, 2, 305-319.
14. Ganschow, L., & Sparks, R. (1987). The foreign language requirement. Learning Disabilities Focus, 2, 116-123.
15. 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.
16. Ganschow, L., & Sparks, R. (1996). Foreign language anxiety among high school women. Modern Language Journal, 80, 199-212.
17. Ganschow, L., Sparks, R., Anderson, R., Javorsky, J., Skinner, S., & Patton, J. (1994). Differences in anxiety and language performance among high-, average- and low-anxious college foreign language learners. Modern Language Journal, 78, 41-55.
18. 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.
19. Hall, J., & Humphreys, M. (1982). Research on specific learning disabilities: Deficits and remediation. Topics in Learning and Learning Disabilities, 2, 68-78.
20. Hammill, D., & Larsen, S. (1988). Test of written language-2. Austin, TX: PRO-ED.
21. Jastak, S., & Wilkinson, G. (1984). Wide range achievement test-Revised (WRAT-R). Wilmington, DE: Jastak.
22. Kenneweg, S. (1988). Meeting special learning needs in the Spanish curriculum of a college preparatory school. In B. Snyder (Ed.), Get ready, get set, go! Action in the foreign language classroom (pp. 16-18). Columbus: Ohio Foreign Language Association.
23. Kirk, S., & Elkins, J. (1975). Identifying developmental disabilities at the preschool level. Journal of Learning Disabilities, 8, 417-119.
24. Lefebvre, C. (1984). A psychological consultation program for learning disabled adults. Journal of College Student Personnel, 25, 361-362.
25. Meltzer, L. (1994). Assessment of learning disabilities: The challenge of evaluating the cognitive strategies and processes underlying learning. In R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 571-606). Baltimore: Brookes.
26. Pompian, N., & Thum, C. (1988). Dyslexic/ learning disabled students at Dartmouth College. Annals of Dyslexia, 38, 276-284.
27. Reynolds, C., Berk, R., Boodoo, G., Cox, J., Gutkin, T., Mann, L., Page, E., & Willson, V. (1984). Critical measurement issues in learning disabilities [Report]. Washington, DC: U.S. Department of Education.
28. Senf, G. (1987). Learning disabilities as sociologic sponge: Wiping up life's spills. In S. Vaughn & C. Bos (Eds.), Research in learning disabilities: Issues and future directions (pp. 87-96). Boston: College-Hill.
29. Siegel, L. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of reading disability. Canadian Journal of Psychology, 42, 201-215.
30. Siegel, L. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-179.
31. Smith, C. (1994). Learning disabilities: The interaction of learner, task, and setting (3rd ed.) Needham Heights, MA: Allyn & Bacon.
32. Sparks, R. (1995). Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214.
33. Sparks, R., & Ganschow, L. (1991). Foreign language learning difficulties: Affective or native language aptitude differences? Modern Language Journal, 75, 3-16.
34. Sparks, R., & Ganschow, L. (1993a). 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.
35. Sparks, R., & Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning problems: Linking first and second language learning. Modern Language Journal, 77, 289-302.
36. Sparks, R., & Ganschow, L. (1995a). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. Modern Language Journal, 79, 235-244.
37. Sparks, R., & Ganschow, L. (1995b). Parent perceptions in the screening for performance in foreign language courses. Foreign Language Annals, 28, 371-391.
38. Sparks, R., & Ganschow, L. (1996). Teachers' perceptions of students' foreign language academic skills and affective characteristics. Journal of Educational Research, 89, 172-185.
39. Sparks, R., Ganschow, L., Artzer, M., & Patton, J. (1997). Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction. Journal of Learning Disabilities, 30, 92-98.
40. Sparks, R., Ganschow, L., Fluharty, K., & 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, 165-184.
41. Sparks, R., Ganschow, L., & Javorsky, J. (1995). I know one when I see one (or I know one because I am one): A response to Mabbott. Foreign Language Annals, 28, 479-487.
42. Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., & Patton, J. (1992a). Identifying native language deficits in high-and low-risk foreign language learners in high school. Foreign Language Annals, 25, 403-418.
43. Sparks, R., Ganschow, L., Javorsky, J., Pohlman, J., & 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, 142-159.
44. Sparks, R., Ganschow, L., & Pohlman, J. (1989). Linguistic coding deficits in foreign language learners. Annals of Dyslexia, 39, 179-195.
45. Sparks, R., Javorsky, J., & Ganschow, L. (1995). Satiating the appetite of the sociologic sponge: A rejoinder to Mabbott. Foreign Language Annals, 28, 495-498.
46. Sparks, R., Philips, L., & 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 (pp. 123-159). Boston: Heinle & Heinle.
47. Stanovich, K. (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154-177.
48. Stanovich, K. (1994). Annotation: Does dyslexia exist? Journal of Child Psychology and Psychiatry, 35, 579-595.
49. Stanovich, K., & Siegel, L. (1994). The phenotypic performance profile of reading-disabled children: A regression based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 1-30.
50. 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: Heineman.
51. Wechsler, D. (1981a). Wechsler adult intelligence scale-Revised (WAIS-R). San Antonio, TX: Psychological Corp.
52. Wechsler, D. (1981b). Wechsler intelligence scale for children-Revised (WISC-R). San Antonio, TX: Psychological Corp.
53. Woodcock, R. (1987). Woodcock reading mastery test-Revised (WRMT-R). Circle Pines, MN: American Guidance Service.
54. Woodcock, R., & Johnson, M. B. (1978). Woodcock-Johnson Psychoeducational Battery (WJPB). Allen Park, TX: DLM Teaching Resources.
55. Woodcock, R., & Johnson, M. B. (1989). Woodcock-Johnson Revised Tests of Achievement (WJ-R). Chicago: Riverside.