Skip to main content
×
Home
    • Aa
    • Aa

Learning difficulties and foreign language learning: A review of research and instruction

  • Leonore Ganschow (a1) and Richard Sparks (a2)
Copyright
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

P. G. Aaron & R. Joshi (1989). Reading anil writing disorders in different orthographic systems. Dordrecht: Kluwer Academic Publishers.

P. Anderson & R. Meier-Hedde (2001). Early case reports of dyslexia in the United States and Europe. Journal of Learning Disabilities, 34, 921.

J. Aries (1994). An experimental Spanish course for learning disabled students. Hispania, 77, 110–17.

S. Au (1988). A critical appraisal of Gardner's social-psychological theory of second language (L2) acquisition. Language Learning, 38, 75100.

H. Catts (1989). Defining dyslexia as a developmental language disorder. Annals of Dyslexia, 39, 5067.

K. Chastain (1975). Affective and ability factors in secondlanguage acquisition. Language Learning, 25, 153–61.

R. Clement , R. C. Gardner & P. C. Smythe (1977). Motivational variables in second language acquisition: A study of francophones learning English. Canadian Journal of Behavioural Science. 9, 123–33.

T. Cline , L. Ganschow & R. Reason (Guest Eds.) (2000). Multilingualism and dyslexia. Dyslexia, 6, Parts 1 & 2.

N. Cowan (1996). Short-term, working memory, and their importance in language processing. Topics in Language Disorders, 17, 118.

M. Cromdie (1997). The effects of specific learning difficulties (dyslexia) on the learning of a foreign language in school. Dyslexia, 3, 2747.

A. Davies (1971). Language aptitude in the first year of the U.K. secondary school. RELC Journal, 2, 419.

K. Demuth & N. Smith (1987). The foreign language requirement: An alternative program. Foreign Language Annals, 20, 6677.

D. Downey , L. Snyder & B. Hill (2000). College students with dyslexia: Persistent linguistic deficits and foreign language learning. Dyslexia, 6, 101–11.

M. Dufva & M. Voeten (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Psycholinguistics, 20, 329–48.

A. Durgunoglu & K. Öney (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing:An Interdisciplinary Jonrnal, 11, 281–99.

C. Durkin (2000). Dyslexia in bilingual children – Does recent research assist identification? Dyslexia, 6, 248–67.

M. Ehrman & R. Oxford (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 79, 6789.

C. Elbro & E. Arnbak (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 209–40.

J. Everatt , I. Smythe , E. Adams & D. Ocampo (2000). Dyslexia screening measures and bilingualism. Dyslexia, 6, 4256.

A. Fawcett & L. Lynch (2000). Systematic identification and intervention for reading difficulty: Case studies of children with EAL. Dyslexia, 6, 5771.

A. Gajar (1987). Foreign language learning disabilities: The identification of predictive and diagnostic variables. Journal of Learning Disabilities, 20, 327–30.

L. Ganschow & R. Sparks (1986), Learning disabilities and foreign language difficulties: Deficit in listening skills? Journal of Reading, Writing, and Learning Disabilities International, 2, 305–19.

L. Ganschow & R. Sparks (1991). A screening instrument for the identification of foreign language learning problems: Evidence for a relationship between native and second language learning problems. Foreign Language Annals, 24, 383–98.

L. Ganschow & R. Sparks (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.

L. Ganschow & R. Sparks (1996). Foreign language anxiety among high school women. Modern Language Journal, 80, 199212.

L. Ganschow & R. Sparks (2000). Reflections on foreign language study for students with language learning problems: Research, issues, and challenges. Dyslexia, 6, 87100.

L. Ganschow , R. Sparks , R. Anderson , J. Javorsky , S. Skinner & J. Patton (1994). Differences in anxiety and language performance among high- and low-anxious college foreign language learners. Modern Language Journal, 78, 4155.

L. Ganschow , R. Sparks & J. Javorsky (1998). Foreign language learning problems: An historical perspective. Journal of Learning Disabilities, 31, 248–58.

L. Ganschow , R. Sparks , J. Javorsky , J. Pohlman & A. Bishop-Marbury (1991). Identifying native language difficulties among foreign language learners in college: A ‘foreign’ language learning disability? Journal of Learning Disabilities, 24, 530–41.

R. Gardner (1988). The socio-educational model of secondlanguage learning: Assumptions, findings, and issues. Language Learning, 38, 101–26.

R. Gardner , L. Gliksman & P. Smythe (1978). Attitudes and behaviour in second language acquisition: A social psychological interpretation. Canadian Psychological Review. 19, 173–86.

R. Gardner , R. Lalonde & R. Pierson (1983). The socioeducational model of second language acquisition: An investigation using LISREL causal modeling. Journal of Language and Social Psychology, 2, 115.

R. C. Gardner & P. D. MacIntyre (1993). On the measurement of affective variables in second language learning. Language Leaming, 43, 157–94.

E. Geva (2000). Issues in the assessment of reading disabilities in L2 children – beliefs and research evidence. Dyslexia, 6, 1328.

E. Geva & L. S. Siegel (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 130.

R. J. Harris (Ed.) (1992). Cognitive processing in bilinguals. Amsterdam: North-Holland.

G. Hermann (1980). Attitudes and success in children's learning of English as a second language. English Language Teaching Journal. 34, 247–54.

R. Horwitz (2000). It ain't over until it's over: On foreign language anxiety, first language deficits, and the confounding of variables. Modern Language Journal, 84, 256–9.

E. Horwitz , M. Horwitz & J. Cope (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–32.

J. Hulstijn & B. Dossers (1992). Individual differences in L2 proficiency as a function of L1 proficiency. European Journal of Cognitive Psychology, 4, 341–53.

K. Koda (1992). The effects of lower-level processing skills on FL reading performance: Implications for instruction. Modern Language Journal, 76, 502–12.

C. K. Leong , P-W. Cheng & C. Lam (2000). Exploring reading-spelling connection as locus of dyslexia in Chinese. Annals of Dyslexia, 50, 239–59.

C. K. Leong & R. Joshi (1997). Cross language studies of learning to read and spell. Boston, MA: Kluwer.

R. Lyon (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 1330.

P. MacIntyre (1995a). How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Language Journal, 79, 90–9.

P. MacIntyre (1995b). On seeing the forest and the trees: A rejoinder to Sparks and Ganschow. Modern Language Journal, 79, 245–8.

P. MacIntyre & R. Gardner (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39. 251–75.

E. Miles (2000). Dyslexia may show a different face in different languages. Dyslexia, 6, 193201.

E. Olshtain , E. Shohamy , J. Kemp & R. Chatow (1990). Factors predicting success in EFL among culturally different learners. Language Learning, 40, 2344.

C. Papagno , T. Valentine & A. Baddeley (1991). Phonological short-term memory and foreign language vocabulary learning. Journal of Memory and Language, 30, 331–47.

C. Petersen & A. Al-Haik (1976). The development of the Defense Language Battery (DLAB). Educational and Psychological Measurement, 36, 369–80.

L. Philips , L. Ganschow & R. Anderson (1991). The college foreign language requirement: An action plan for alternatives. NACADA Journal, 11, 51–6.

P. Pimsleur , D. Sundland & R. McIntyre (1964). Underachievement in foreign language learning. International Review of Applied Linguistics, 2, 113–50.

N. Pompian & C. Thum (1988). Dyslexic/learning disabled students at Dartmouth College. Annals of Dyslexia, 38, 276–84.

R. Rudel (1981). Residual effects of childhood reading disorders. Bulletin of the Orton Society, 31, 89102.

E. Schneider & L. Ganschow (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia, 6, 7282.

P. Scovel (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129–42.

C. Simon (2000). Dyslexia and learning a foreign language: A personal expericnce. Annals of Dyslexia, 50, 155–87.

P. Skehan (1986a). The role of foreign language aptitude in a model of school learning. Langnage Testing, 3, 188221.

R. Sparks (1995). Examining the Linguistic Coding Differences Hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45, 187219.

R. Sparks , M. Artzer , J. Javorsky , J. Patton , L. Ganschow , K. Miller & D. Hordubay (1998). Students classified as learning disabled (LD) and non learning disabled students: Two comparison studies of native language skill, foreign language aptitude, and foreign language proficiency. Foreign Language Annals, 31, 535–51.

R. Sparks , M. Artzer , J. Patton , L. Ganschow , K. Miller , D. Horduday & G. Walsh (1998). Benefits of multisensory language instruction in Spanish for at-risk learners: A comparison study of high school Spanish students. Annals of Dyslexia, 48, 239–70.

R. Sparks & L. Ganschow (1991). Foreign language learning difficulties: Affective or native language aptitude differences? Modern Language Journal, 75, 316.

R. Sparks & L. Ganschow (1993a). Searching for the cognitive locus of foreign language learning problems: Linking first and second language learning. Modern Language Journal, 77, 289302.

R. Sparks & L. Ganschow (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, 194216.

R. Sparks & L. Ganschow (1995a). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. Modern Language Journal, 79, 235–44.

R. Sparks & L. Ganschow (1995b). Parent perceptions in the screening for performance in foreign language courses. Foreign Language Annals, 28, 371–91.

R. Sparks & L. Ganschow (1996).Teachers' perceptions of students' foreign language academic skills and affective characteristics. Journal of Educational Research, 89, 172–85.

R. Sparks & L. Ganschow (Guest Eds.) (1999). The Boston University lawsuit: Introduction to the special series. Journal of Learning Disabilitics, 32, 284–5.

R. Sparks , L. Ganschow , M. Artzer & J. Patton (1997). Foreign language proficiency of at-risk and not-at-risk learners over two years of foreign language instruction. Journal of Learning Disabilities, 30, 92–8.

R. Sparks , L. Ganschow , M. Artzer , D. Siebenhar & M. Plageman (1997). Language anxiety and proficiency in a foreign language. Perceptual and Motor Skills, 85, 559–62.

R. Sparks , L. Ganschow , M. Artzer , D. Siebenhar , M. Plageman & J. Patton (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, 181216.

R. Sparks , L. Ganschow & J. Javorsky (1993). Perceptions of low and high risk students and students with learning disabilities about high school foreign language courses. Foreign Language Annals, 26, 491510.

R. Sparks , L. Ganschow & J. Javorsky (2000). Déjà vu all over again: A response to Saito, Horwitz, and Garza. Modern Language Journal, 84, 251–55.

R. Sparks , L. Ganschow , J. Javorsky , J. Pohlman & J. Patton (1992a). Identifying native language deficits in high- and low-risk foreign language learners in high school. Foreign Language Annals, 25, 403–18.

R. Sparks , L. Ganschow , J. Javorsky , J. Pohlman & J. Patton (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.

R. Sparks , L. Ganschow , S. Kenneweg & M. Miller (1991). Using Orton-Gillingham methodologies to teach foreign language to learning disabled/dyslexic students: Explicit teaching of phonology in a second language. Annals of Dyslexia, 41, 96118.

R. Sparks , L. Ganschow & J. Patton (1995). Prediction of performance in first-year foreign language courses: Connections between native language and foreign language learning. Journal of Educational Psychology, 87, 638–55.

R. Sparks , L. Ganschow , J. Patton , M. Artzer , D. Siebenhar & M. Plageman (1997). Prediction of proficiency in a foreign language. Journal of Educational Psychology, 89, 549–61.

R. Sparks , L. Ganschow & J. Pohlman (1989). Linguistic coding deficits in foreign language learners. Annals of Dyslexia, 39, 179–95.

R. Sparks , L. Ganschow , J. Pohlman , M. Artzer & S. Skinner (1992). The effects of a multisensory structured language approach on the native and foreign language skills of high-risk foreign language learners. Annals of Dyslexia, 42, 2553.

R. Sparks & J. Javorsky (1999b). Students classified as learning disabled and the college foreign language requirement: Replication and comparison studies. Journal of Learning Disabilities, 32, 329–49.

R. Sparks & K. Miller (2000). Teaching a foreign language using multisensory structured language techniques to at-risk learners: A review. Dyslexia, 6, 124–32.

B. Spolsky (1995). Prognostication and language aptitude testing, 1925–62. Language Testing, 12, 321–40.

K. Stanovich (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154–77.

M. Strong (1984). Integrative motivation: Cause or result of successful second language acquisition? Language Learning, 34, 114.

J. Tiedemann (1989). Measures of cognitive styles: A critical review. Educational Psychologist, 24, 261–75.

P. F. Tremblay & R. C. Gardner (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505–18.

J. Tucker (1980). Ethnic proportions in classes for the learning disabled: Issues in nonbiased assessment. Journal of Special Education, 14, 93105.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 113 *
Loading metrics...

Abstract views

Total abstract views: 639 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 25th March 2017. This data will be updated every 24 hours.