메뉴 건너뛰기




Volumn 42, Issue 1, 2009, Pages 55-76

Linguistic intervention techniques for at-risk english language learners

Author keywords

At risk language learner; Cross linguistics; Foreign language learning; Multisensory language instruction; Second language learning

Indexed keywords


EID: 67549142349     PISSN: 0015718X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1944-9720.2009.01008.x     Document Type: Article
Times cited : (19)

References (120)
  • 2
    • 84979327016 scopus 로고
    • The total physical response approach to second language learning
    • Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53, 3-17.
    • (1969) Modern Language Journal , vol.53 , pp. 3-17
    • Asher, J.1
  • 5
    • 67549135520 scopus 로고    scopus 로고
    • Auman, M. (2002). Step up to writing repro- ducibles for grade 3-8 teachers. Longmont, CO: Sopris West.
    • Auman, M. (2002). Step up to writing repro- ducibles for grade 3-8 teachers. Longmont, CO: Sopris West.
  • 7
    • 33749177077 scopus 로고    scopus 로고
    • Baumann, J, & Kame'enui, E, Eds, New York: Guilford
    • Baumann, J., & Kame'enui, E. (Eds.). (2003). Vocabulary instruction: Research to practice. New York: Guilford.
    • (2003) Vocabulary instruction: Research to practice
  • 8
    • 67549137301 scopus 로고    scopus 로고
    • Bell, N., & Lindamood, E (1998a). Vanilla Vocabulary. Level 1. A visualized/verbalized vocabulary booh. San Luis Obispo, CA: Gander.
    • Bell, N., & Lindamood, E (1998a). Vanilla Vocabulary. Level 1. A visualized/verbalized vocabulary booh. San Luis Obispo, CA: Gander.
  • 12
    • 67549141584 scopus 로고    scopus 로고
    • What is multisensory structured language instruction?
    • Birsh, J. (2006). What is multisensory structured language instruction? Perspectives, 32(4), 15-20.
    • (2006) Perspectives , vol.32 , Issue.4 , pp. 15-20
    • Birsh, J.1
  • 15
    • 67549130105 scopus 로고    scopus 로고
    • Teaching the structure of language through seeing, hearing and doing
    • Carraker, S. (2006). Teaching the structure of language through seeing, hearing and doing. Perspectives, 32(4), 24-28.
    • (2006) Perspectives , vol.32 , Issue.4 , pp. 24-28
    • Carraker, S.1
  • 16
    • 84970501182 scopus 로고
    • Percentage of unknown vocabulary words in text as function of the relative difficulty of the text: Implications for instruction
    • Carver, R. P. (1994). Percentage of unknown vocabulary words in text as function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26, 413-437.
    • (1994) Journal of Reading Behavior , vol.26 , pp. 413-437
    • Carver, R.P.1
  • 18
    • 4344650877 scopus 로고    scopus 로고
    • Morphological awareness in developmental dyslexia
    • Casalis, S., Cole, E, & Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54, 114-138.
    • (2004) Annals of Dyslexia , vol.54 , pp. 114-138
    • Casalis, S.1    Cole, E.2    Sopo, D.3
  • 19
    • 0033084367 scopus 로고    scopus 로고
    • Phonological awareness and reading acquisition in English- and Punjabi speaking Canadian children
    • Chiappe, P., & Siegel, L. (1999). Phonological awareness and reading acquisition in English- and Punjabi speaking Canadian children. Journal of Educational Psychology, 91, 20-28.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 20-28
    • Chiappe, P.1    Siegel, L.2
  • 20
    • 67549134187 scopus 로고    scopus 로고
    • Read between the lines
    • Greenville, SC: Super Duper
    • Conger, M. (2006). Read between the lines. Learning idioms by themes. Greenville, SC: Super Duper.
    • (2006) Learning idioms by themes
    • Conger, M.1
  • 21
    • 84970305481 scopus 로고
    • Linguistic interdependence and educational development of bilingual children
    • Cummins, J. (1979). Linguistic interdependence and educational development of bilingual children. Review of Educational Research, 49, 222-251.
    • (1979) Review of Educational Research , vol.49 , pp. 222-251
    • Cummins, J.1
  • 22
    • 67549096325 scopus 로고    scopus 로고
    • Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2-19). Cleve- don, United Kingdom: Multilingual Matters.
    • Cummins, J. (1984). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2-19). Cleve- don, United Kingdom: Multilingual Matters.
  • 24
    • 0033249352 scopus 로고    scopus 로고
    • Native language literacy and phonological memory as prerequisites for learning English as a foreign language
    • Dufva, M., & Voeten, M. (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Linguistics, 20, 329-348.
    • (1999) Applied Linguistics , vol.20 , pp. 329-348
    • Dufva, M.1    Voeten, M.2
  • 25
    • 0036961193 scopus 로고    scopus 로고
    • Durgunoglu, A. (2002). Crosslinguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.Durgunoglu, A., Nagy, W, & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
    • Durgunoglu, A. (2002). Crosslinguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189-204.Durgunoglu, A., Nagy, W, & Hancin-Bhatt, B. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465.
  • 27
    • 40149094075 scopus 로고    scopus 로고
    • Making the very most out of classroom read-alouds to promote comprehension and vocabulary
    • Edwards-Santoro, L., Chard, D., Howard, L., & Baker, S. (2008). Making the very most out of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408.
    • (2008) The Reading Teacher , vol.61 , Issue.5 , pp. 396-408
    • Edwards-Santoro, L.1    Chard, D.2    Howard, L.3    Baker, S.4
  • 28
    • 0003105852 scopus 로고    scopus 로고
    • Phoneme-grapheme knowledge is essential for learning to read in English
    • J. Metsala & L. Ehri Eds, Mahwah, NJ: Erlbaum
    • Ehri, L. (1998). Phoneme-grapheme knowledge is essential for learning to read in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). Mahwah, NJ: Erlbaum.
    • (1998) Word recognition in beginning literacy , pp. 3-40
    • Ehri, L.1
  • 30
    • 0033657682 scopus 로고    scopus 로고
    • Systematic identification and intervention for reading difficulty: Case studies of children with EAL
    • Fawcett, A., & Lynch, L. (2000). Systematic identification and intervention for reading difficulty: Case studies of children with EAL. Dyslexia. International Journal of Research and Practice, 6, 57-71.
    • (2000) Dyslexia. International Journal of Research and Practice , vol.6 , pp. 57-71
    • Fawcett, A.1    Lynch, L.2
  • 33
    • 0029243385 scopus 로고
    • Effects of direct instruction in phonology on the native skills and foreign aptitude of at-risk foreign language learners
    • Ganschow, L., & Sparks, R. (1995). Effects of direct instruction in phonology on the native skills and foreign aptitude of at-risk foreign language learners. Journal of Learning Disabilities, 28, 107-120.
    • (1995) Journal of Learning Disabilities , vol.28 , pp. 107-120
    • Ganschow, L.1    Sparks, R.2
  • 34
    • 0034167249 scopus 로고    scopus 로고
    • Reflections on foreign language study for students with language learning problems, research, issues, and challenges
    • Ganschow, L., & Sparks, R. (2000). Reflections on foreign language study for students with language learning problems, research, issues, and challenges. Dyslexia. International Journal of Research and Practice, 6, 87-100.
    • (2000) Dyslexia. International Journal of Research and Practice , vol.6 , pp. 87-100
    • Ganschow, L.1    Sparks, R.2
  • 35
    • 85010111941 scopus 로고    scopus 로고
    • Learning difficulties and foreign language learning: A review of research and instruction
    • Ganschow, L., & Sparks, R. (2001). Learning difficulties and foreign language learning: A review of research and instruction. Language Teaching, 34, 79-98.
    • (2001) Language Teaching , vol.34 , pp. 79-98
    • Ganschow, L.1    Sparks, R.2
  • 38
    • 0010185461 scopus 로고
    • Facilitating reading comprehension through flow-charting
    • Geva, E. (1983). Facilitating reading comprehension through flow-charting. Reading Research Quarterly, 15, 384-405.
    • (1983) Reading Research Quarterly , vol.15 , pp. 384-405
    • Geva, E.1
  • 39
    • 0013100566 scopus 로고
    • The role of conjunctions in L2 text comprehension
    • Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26, 731-747.
    • (1992) TESOL Quarterly , vol.26 , pp. 731-747
    • Geva, E.1
  • 40
    • 0033643434 scopus 로고    scopus 로고
    • Issues in the assessment of reading disabilities in L2 children- Beliefs and research evidence
    • Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children- Beliefs and research evidence. Dyslexia. International Journal of Research and Practice, 6, 13-28.
    • (2000) Dyslexia. International Journal of Research and Practice , vol.6 , pp. 13-28
    • Geva, E.1
  • 41
    • 0000414958 scopus 로고    scopus 로고
    • Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
    • Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
  • 42
    • 0011968045 scopus 로고    scopus 로고
    • Individual differences in word recognition skills in SL children
    • Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Individual differences in word recognition skills in SL children. Annals of Dyslexia, 50, 121-154.
    • (2000) Annals of Dyslexia , vol.50 , pp. 121-154
    • Geva, E.1    Yaghoub-Zadeh, Z.2    Schuster, B.3
  • 43
    • 0036861960 scopus 로고    scopus 로고
    • The relationship between language and reading skills in bilingual Spanish-English speakers
    • Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders, 22, 46-70.
    • (2002) Topics in Language Disorders , vol.22 , pp. 46-70
    • Gottardo, A.1
  • 44
    • 67549120723 scopus 로고
    • Small talk
    • New York: Oxford University Press
    • Graham, C. (1986). Small talk. More jazz chants. New York: Oxford University Press.
    • (1986) More jazz chants
    • Graham, C.1
  • 45
  • 46
    • 67549089425 scopus 로고
    • New York: Oxford University Press
    • Graham, C. (1993). Grammar chants. New York: Oxford University Press.
    • (1993) Grammar chants
    • Graham, C.1
  • 51
    • 67549084423 scopus 로고    scopus 로고
    • Henry, M., & Hook, P (2006). A look at multisensory structured language instruction. Perspectives, 32(4) entire
    • Henry, M., & Hook, P (2006). A look at multisensory structured language instruction. Perspectives, 32(4) (entire volume).
  • 52
    • 67549141585 scopus 로고    scopus 로고
    • Hinkel, E., & Fotos, S. (Eds.). (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Erlbaum.
    • Hinkel, E., & Fotos, S. (Eds.). (2002). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Erlbaum.
  • 53
    • 79952710329 scopus 로고    scopus 로고
    • Unknown vocabulary density and reading comprehension
    • Hu, M., & Nation, I. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13, 403-430.
    • (2000) Reading in a Foreign Language , vol.13 , pp. 403-430
    • Hu, M.1    Nation, I.2
  • 54
    • 27644569668 scopus 로고    scopus 로고
    • Predicting foreign language reading achievement in elementary school students
    • Kahn-Horowitz, J., Shimron, J., & Sparks, R. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18, 527-558.
    • (2005) Reading and Writing , vol.18 , pp. 527-558
    • Kahn-Horowitz, J.1    Shimron, J.2    Sparks, R.3
  • 55
    • 33745638549 scopus 로고    scopus 로고
    • Weak and strong novice readers of English foreign language: Effects of first language and socioeconomic status
    • Kahn-Horowitz, J., Shimron, J., & Sparks, R. (2006). Weak and strong novice readers of English foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia, 56, 167-185.
    • (2006) Annals of Dyslexia , vol.56 , pp. 167-185
    • Kahn-Horowitz, J.1    Shimron, J.2    Sparks, R.3
  • 56
    • 12744253243 scopus 로고    scopus 로고
    • The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools
    • M. Wolf Ed, Boston: PRO-ED Publishing
    • Kame'enui, E., Simmons, C, Good, R., & Harn, B. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 307-332). Boston: PRO-ED Publishing.
    • (2001) Dyslexia, fluency, and the brain , pp. 307-332
    • Kame'enui, E.1    Simmons, C.2    Good, R.3    Harn, B.4
  • 59
    • 78649431321 scopus 로고    scopus 로고
    • Reading and language learning: Cross-linguistic constraints on second language reading development
    • Koda, K. (2007). Reading and language learning: Cross-linguistic constraints on second language reading development. Language Learning, 57, 1-44.
    • (2007) Language Learning , vol.57 , pp. 1-44
    • Koda, K.1
  • 61
    • 67549142036 scopus 로고    scopus 로고
    • Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 311-338). Baltimore: Brookes.
    • Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 311-338). Baltimore: Brookes.
  • 62
    • 65249188583 scopus 로고    scopus 로고
    • Revisiting and rethinking the reading process
    • Kucer, S., & Tuten, J. (2003). Revisiting and rethinking the reading process. Language Arts, 80(4), 284-290.
    • (2003) Language Arts , vol.80 , Issue.4 , pp. 284-290
    • Kucer, S.1    Tuten, J.2
  • 63
    • 0038769353 scopus 로고    scopus 로고
    • Moving the bottom: Improving reading fluency
    • M. Wolf Ed, Boston: PRO-ED
    • Levy, B. (2001). Moving the bottom: Improving reading fluency. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 357-382). Boston: PRO-ED.
    • (2001) Dyslexia, fluency, and the brain , pp. 357-382
    • Levy, B.1
  • 65
    • 1642597195 scopus 로고    scopus 로고
    • McCardle, R, & Chhabra, V Eds, Baltimore: Brookes
    • McCardle., R, & Chhabra, V (Eds.). (2004). The voice of evidence in reading research. Baltimore: Brookes.
    • (2004) The voice of evidence in reading research
  • 68
    • 21844493028 scopus 로고
    • The missing foundation in teacher education. The structure of spoken and written language. Knowledge of language is essential for teaching students with dyslexia
    • Moats, L. (1994). The missing foundation in teacher education. The structure of spoken and written language. Knowledge of language is essential for teaching students with dyslexia. Annals of Dyslexia, 44, 81-102.
    • (1994) Annals of Dyslexia , vol.44 , pp. 81-102
    • Moats, L.1
  • 72
    • 84979904408 scopus 로고    scopus 로고
    • Writing abilities in first and second language learners with and without reading disabilities
    • J. Kormos & E. Kontra Eds, Toronto: Multilingual Matters
    • Ndlovu, K, & Geva, E. (2008). Writing abilities in first and second language learners with and without reading disabilities. In J. Kormos & E. Kontra (Eds.), Language learners with special needs. An international perspective (pp. 36-62). Toronto: Multilingual Matters.
    • (2008) Language learners with special needs. An international perspective , pp. 36-62
    • Ndlovu, K.1    Geva, E.2
  • 73
    • 85050551570 scopus 로고    scopus 로고
    • An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English
    • J. Kormos & E. Kontra Eds, Toronto: Multilingual Matters
    • Nijakowska, J. (2008). An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English. In J. Kormos & E. Kontra (Eds.), Language learners with special needs. An international perspective (pp. 130-157). Toronto: Multilingual Matters.
    • (2008) Language learners with special needs. An international perspective , pp. 130-157
    • Nijakowska, J.1
  • 74
    • 84868993888 scopus 로고    scopus 로고
    • No Child Left Behind Act, 2001, 20 U.S.C. § 6301 e. seq
    • No Child Left Behind Act. (2001). 20 U.S.C. § 6301 e. seq.
  • 75
    • 84930559346 scopus 로고
    • Factors predicting success in EFL among culturally different learners
    • Olshtain, E., Shohamy, E., Kemp, J., & Chatow, R. (1990). Factors predicting success in EFL among culturally different learners. Language Learning, 40, 23-4.
    • (1990) Language Learning , vol.40 , pp. 23-24
    • Olshtain, E.1    Shohamy, E.2    Kemp, J.3    Chatow, R.4
  • 76
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension fostering and monitoring activities
    • Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition & Instruction, 1, 117-175.
    • (1984) Cognition & Instruction , vol.1 , pp. 117-175
    • Palincsar, A.1    Brown, A.2
  • 77
    • 0000327128 scopus 로고
    • The development of strategic reading
    • R. Barr, M. Kamil, R Mosenthal & R Pearson Eds, New York: Longman
    • Paris, S., Wasik, B., & Turner, J. (1991). The development of strategic reading. In R. Barr, M. Kamil, R Mosenthal & R Pearson (Eds.), Handbook of reading research (Vol. 2; pp. 609-640). New York: Longman.
    • (1991) Handbook of reading research , vol.2 , pp. 609-640
    • Paris, S.1    Wasik, B.2    Turner, J.3
  • 80
    • 23744500291 scopus 로고    scopus 로고
    • Semantic development in Spanish-English bilin- guals: Theory, assessment and intervention
    • B. Goldstein Ed, Baltimore: Brookes
    • Pena, E., & Stubbe Kester, E. (2004). Semantic development in Spanish-English bilin- guals: Theory, assessment and intervention. In B. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speaking speakers (pp. 105-128). Baltimore: Brookes.
    • (2004) Bilingual language development and disorders in Spanish-English speaking speakers , pp. 105-128
    • Pena, E.1    Stubbe Kester, E.2
  • 89
    • 67549089561 scopus 로고    scopus 로고
    • Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. Toronto: Taylor & Francis.
    • Schneider, E., & Crombie, M. (2003). Dyslexia and foreign language learning. Toronto: Taylor & Francis.
  • 90
    • 0033654595 scopus 로고    scopus 로고
    • Dynamic assessment and instructional strategies for learners who struggle learning a foreign language
    • Schneider, E., & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle learning a foreign language. Dyslexia, 6, 72-82.
    • (2000) Dyslexia , vol.6 , pp. 72-82
    • Schneider, E.1    Ganschow, L.2
  • 92
    • 0018727286 scopus 로고
    • Shift of visual field preference for English words innative Hebrew speakers
    • Silverberg, R., Bentin, S., Gaziel, T., & Obler, M. (1979). Shift of visual field preference for English words innative Hebrew speakers. Brain and Language, 8, 184-190.
    • (1979) Brain and Language , vol.8 , pp. 184-190
    • Silverberg, R.1    Bentin, S.2    Gaziel, T.3    Obler, M.4
  • 95
    • 67549116799 scopus 로고    scopus 로고
    • New York: Harper Collins
    • Silverstein, S. (1996). Falling up. New York: Harper Collins.
    • (1996) Falling up
    • Silverstein, S.1
  • 97
    • 21344459369 scopus 로고
    • Examining the linguistic differences hypothesis to explain individual differences in foreign language learning
    • Sparks, R. (1995). Examining the linguistic differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187-214.
    • (1995) Annals of Dyslexia , vol.45 , pp. 187-214
    • Sparks, R.1
  • 98
    • 0041808111 scopus 로고    scopus 로고
    • Benefits of multisensory structured language instruction for at-risk foreign language students
    • Sparks, R., Artzer, M., Patton, J., Ganschow, L, Miller, K., Hordubay, D., & Walsh, J. (1998). Benefits of multisensory structured language instruction for at-risk foreign language students. Annals of Dyslexia, 50, 239-272.
    • (1998) Annals of Dyslexia , vol.50 , pp. 239-272
    • Sparks, R.1    Artzer, M.2    Patton, J.3    Ganschow, L.4    Miller, K.5    Hordubay, D.6    Walsh, J.7
  • 99
    • 67549118386 scopus 로고
    • The effects of a multisensory structured language approach on the native and foreign language aptitude skills of high-risk, foreign language learners: A follow-up study
    • Sparks, R., & Ganschow, L. (1993). The effects of a multisensory structured language approach on the native and foreign language aptitude skills of high-risk, foreign language learners: A follow-up study. Annals of Dyslexia, 43, 193-216.
    • (1993) Annals of Dyslexia , vol.43 , pp. 193-216
    • Sparks, R.1    Ganschow, L.2
  • 100
    • 0030639774 scopus 로고    scopus 로고
    • Foreign language proficiency of at-risk and non-at-risk learners over two years of foreign language instruction. A follow-up study
    • Sparks, R., Ganschow, L., Artzer, M., & Patton, J. (1997). Foreign language proficiency of at-risk and non-at-risk learners over two years of foreign language instruction. A follow-up study. Journal of Learning Disabilities, 20,92-98.
    • (1997) Journal of Learning Disabilities , vol.20 , pp. 92-98
    • Sparks, R.1    Ganschow, L.2    Artzer, M.3    Patton, J.4
  • 101
    • 0011614230 scopus 로고    scopus 로고
    • Differences in native language skills, foreign language aptitude, and foreign language grades among high, average, and low proficiency learners: Two studies
    • Sparks, R., Ganschow, L., Artzer, M., Siebenhar, D., & Plageman, M. (1998). Differences in native language skills, foreign language aptitude, and foreign language grades among high, average, and low proficiency learners: Two studies. Language Testing, 15, 181-216.
    • (1998) Language Testing , vol.15 , pp. 181-216
    • Sparks, R.1    Ganschow, L.2    Artzer, M.3    Siebenhar, D.4    Plageman, M.5
  • 102
    • 0009930034 scopus 로고
    • Using Orton Gillingham methodologies to teach language to learning disabled dyslexic students. Explicit teaching of phonology in a second language
    • Sparks, R., Ganschow, L., Kenneweg, S., & Miller, K. (1991). Using Orton Gillingham methodologies to teach language to learning disabled dyslexic students. Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96-118.
    • (1991) Annals of Dyslexia , vol.41 , pp. 96-118
    • Sparks, R.1    Ganschow, L.2    Kenneweg, S.3    Miller, K.4
  • 103
    • 61849118753 scopus 로고    scopus 로고
    • Sparks, R., Ganschow, L., & Patton, J. (2008). LI and L2 literacy, LI and L2 aptitude, and L2 affective variables as discriminators among high and low-achieving, LD, and ADHD L2 learners. In J. Kormos & E. Kontra (Eds.), Language learners with special needs: An international perspective (pp. 11-35). Toronto: Multilingual Matters.
    • Sparks, R., Ganschow, L., & Patton, J. (2008). LI and L2 literacy, LI and L2 aptitude, and L2 affective variables as discriminators among high and low-achieving, LD, and ADHD L2 learners. In J. Kormos & E. Kontra (Eds.), Language learners with special needs: An international perspective (pp. 11-35). Toronto: Multilingual Matters.
  • 105
    • 51249173091 scopus 로고
    • Linguistic coding deficits in foreign language learners
    • Sparks, R., Ganschow, L., & Pohlman, J. (1989). Linguistic coding deficits in foreign language learners. Annals of Dyslexia, 39, 179-195.
    • (1989) Annals of Dyslexia , vol.39 , pp. 179-195
    • Sparks, R.1    Ganschow, L.2    Pohlman, J.3
  • 106
    • 51249164177 scopus 로고
    • The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of high-risk foreign language learners
    • Sparks, R., Ganschow, L., Pohlman, J., Artzer, M., & Skinner, S. (1992). The effects of a multisensory, structured language approach on the native and foreign language aptitude skills of high-risk foreign language learners. Annals of Dyslexia, 42, 25-53.
    • (1992) Annals of Dyslexia , vol.42 , pp. 25-53
    • Sparks, R.1    Ganschow, L.2    Pohlman, J.3    Artzer, M.4    Skinner, S.5
  • 107
    • 67549114878 scopus 로고    scopus 로고
    • Long-term relationships among early LI skills, L2 aptitude, L2 affect, and later L2 proficiency
    • in press
    • Sparks, R., Patton, J., Ganschow, L., & Hum- bach, N. (in press). Long-term relationships among early LI skills, L2 aptitude, L2 affect, and later L2 proficiency. Applied Psycholin- guistics.
    • Applied Psycholin- guistics
    • Sparks, R.1    Patton, J.2    Ganschow, L.3    Hum- bach, N.4
  • 108
    • 67549132568 scopus 로고    scopus 로고
    • Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (in press). Long-term transfer of cross-linguistic transfer of skills from LI to L2. Language Learning.
    • Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (in press). Long-term transfer of cross-linguistic transfer of skills from LI to L2. Language Learning.
  • 109
    • 40749086013 scopus 로고    scopus 로고
    • Early first- language reading and spelling skills predict later second-language reading and spelling skills
    • Sparks, R., Patton, J., Ganschow, L., Hum- bach, N., & Javorsky, J. (2008). Early first- language reading and spelling skills predict later second-language reading and spelling skills. Journal of Educational Psychology, 100, 162-174.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 162-174
    • Sparks, R.1    Patton, J.2    Ganschow, L.3    Hum- bach, N.4    Javorsky, J.5
  • 110
    • 67549111967 scopus 로고    scopus 로고
    • Sparks, R., Schneider, E., & Ganschow, L. (2002). Teaching foreign (second) languages to at-risk learners: Research and practice. In J. A. Hammadou Sullivan (Ed.), Research in second language learning: 1. Literacy and the second language learner (pp. 55-83). Greenwich, CT: Information Age Publishing.
    • Sparks, R., Schneider, E., & Ganschow, L. (2002). Teaching foreign (second) languages to at-risk learners: Research and practice. In J. A. Hammadou Sullivan (Ed.), Research in second language learning: Vol. 1. Literacy and the second language learner (pp. 55-83). Greenwich, CT: Information Age Publishing.
  • 113
    • 0002611574 scopus 로고    scopus 로고
    • Principles of fluency instruction in reading: Relationships with established empirical outcomes
    • M. Wolf Ed, Timonium, NY: York Press
    • Torgesen, J., Rashotte, C, & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-356). Timonium, NY: York Press.
    • (2001) Dyslexia, fluency, and the brain , pp. 333-356
    • Torgesen, J.1    Rashotte, C.2    Alexander, A.3
  • 115
    • 34548858168 scopus 로고    scopus 로고
    • Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components
    • van Gelderen, A., Schoonen, R., Stoel, R., Glopper, K., & Hulstijn, J. (2007). Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99, 477-491.
    • (2007) Journal of Educational Psychology , vol.99 , pp. 477-491
    • van Gelderen, A.1    Schoonen, R.2    Stoel, R.3    Glopper, K.4    Hulstijn, J.5
  • 116
    • 0000507890 scopus 로고
    • Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code- oriented versus whole language approaches to reading instruction
    • Vellutino, E (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code- oriented versus whole language approaches to reading instruction. Journal of Educational Psychology, 83, 437-443.
    • (1991) Journal of Educational Psychology , vol.83 , pp. 437-443
    • Vellutino, E.1
  • 118
    • 33645751091 scopus 로고    scopus 로고
    • Korean- English biliteracy acquisition: Cross-language phonological and orthographic transfer
    • Wang, M., Park, Y, & Lee, K. (2006). Korean- English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 148-158
    • Wang, M.1    Park, Y.2    Lee, K.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.