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Barr, Vickie. “Foreign Language Requirements and Students with Learning Disabilities.” Washington: ERIC, 1992.
Benseler, David, ed. The Dynamics of Language Program Direction. Boston: Heinle, 1993.
Dinklage, Kenneth. “Inability to Learn a Foreign Language.” Emotional Problems of the Student. Ed. Graham Blaine and Charles McArthur. New York: Appleton, 1971. 185–206.
Fisher, Elissa. “Learning Disability Specialist Looks at Foreign Language Instruction.” Hilltop Spectrum [Hilltop Preparatory School, Rosemont] 4.1 (1986): 1–3.
Ganschow, Leonore, Lois Philips, and Elke Schneider. “Experiences with the University Foreign Language Requirement: LD Student Voices.” Learning Disabilities: A Multidisciplinary Journal, forthcoming.
Ganschow, Leonore, and Richard Sparks. “Foreign Language Learning Disabilities: Issues, Research, and Teaching Implications.” Success for College Students with Learning Disabilities. Ed. Susan Vogel and Pamela Adelman. New York: Springer, 1993. 283–320.
———. “The Foreign Language Requirement.” Learning Disabilities Focus 2.2 (1987): 116–23.
———. “Learning Disabilities and Foreign Language Difficulties: Deficit in Listening Skills?” Journal of Reading, Writing, and Learning Disabilities International 2.3 (1986): 305–19.
Ganschow, Leonore, Richard Sparks, and James Javorsky. “Foreign Language Learning Problems: An Historical Perspective.” Journal of Learning Disabilities 31 (1998): 248–58.
Ganschow, Leonore, Richard Sparks, and Elke Schneider. “Learning a Foreign Language: Challenges for Students with Language Learning Difficulties.” Dyslexia 1 (1995): 75–95.
Horwitz, Elaine. “It Ain’t Over ’til It’s Over: On Foreign Language Anxiety, First Language Deficits, and the Confounding of Variables.” Modern Language Journal 84 (2000): 256–59.
Kubota, Ryuko. “Voices from the Margin: Second and Foreign Language Teaching Approaches from Minority Perspectives.” Canadian Modern Language Review 54.3 (1998): 394–412.
Lefebvre, R. Craig. “A Psychological Consultation Program for Learning Disabled Adults.” College Student Personnel 25.4 (1984): 361–62.
"Like a Volvo Lifted off My Chest.” Undergraduate Bulletin [Dartmouth Coll.] Jan. 1986. Presents information on Dartmouth’s LD students and referrals because of foreign language difficulties; Dartmouth has a set of audiotapes from conference on LD and foreign language difficulties. For further information, contact Academic Skills Center, 6 College Hall, Dartmouth Coll., Hanover, NH 03755.
Mabbott, Ann Sax. “An Exploration of Reading Comprehension, Oral Reading Errors, and Written Errors by Subjects Labeled Learning Disabled.” Foreign Language Annals 27 (1994): 297–324.
Myer, Bettye J. and Leonore Ganschow. “Profiles of Frustration: Second Language Learners with Specific Learning Disabilities.” Shaping the Future of Foreign Language Education: FLES, Articulation and Proficiency. Report of Central States Conf. on the Teaching of Foreign Langs. Ed. John F. Lalande II. Lincolnwood: Natl. Textbook, 1988. 32–53.
Pimsleur, Paul, Donald Sundland, and Ruth McIntyre. “Underachievement in Foreign Language Learning.” International Review of Applied Linguistics 2 (1964): 113–50.
Pompian, Nancy W. and Carl Thum. “Dyslexic / Learning Disabled Students at Dartmouth.” Annals of Dyslexia 32 (1988): 276–84.
Saito, Yoshiko, Elaine Horwitz, and Thomas Garza. “Foreign Language Reading Anxiety.” Modern Language Journal 83 (1999): 202–18.
Sheppard, Margaret. “Proficiency as an Inclusive Orientation: Meeting the Challenge of Diversity.” Reflecting on Proficiency from the Classroom Perspective. Northeast Conf. Ed. June K. Phillips. Lincolnwood: Natl. Textbook, 1993. 87–114.
Skehan, Peter. “Individual Differences in Second Language Learning.” Studies in Second Language Acquisition 13 (1991): 275–98.
———. “The Role of Foreign Language Aptitude in a Model of School Learning.” Language Testing 3 (1986): 188–221.
Sparks, Richard. “Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning.” Annals of Dyslexia 45 (1995): 187–214.
———. “Foreign Language Learning Problems of Students Classified as Learning Disabled and Non-Learning Disabled: Is There a Difference?” Topics in Language Disorders, forthcoming.
Sparks, Richard, and Leonore Ganschow. “Aptitude for Learning a Foreign Language: A Review.” Prüfen, Testen, Bewerten im modern Fremdsprachenunterricht. Ed. Mary O’Connell and Monica Gardenghi. Frankfurt: Europaischer Verlag der Wissenschaften, 1997. 49–61.
———. “Foreign Language Learning Difficulties: Affective or Native Language Aptitude Differences?” Modern Language Journal 75 (1991): 3–16.
———. “Identifying and Instructing At-Risk Foreign Language Learners in College.” Benseler 173–99.
———. “The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis.” Modern Language Journal 77 (1993): 58–74.
———. “Native Language Skills, Foreign Language Aptitude, and Anxiety about Foreign Language Learning.” Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low Anxiety Classroom Atmosphere. Ed. Dolly I. Young. New York: McGraw, 1999. 169–90.
———. “Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning.” Modern Language Journal 77 (1993): 289–302.
Sparks, Richard, Leonore Ganschow, and James Javorsky. “Déjà vu All Over Again: A Response to Saito, Horwitz, and Garza.” Modern Language Journal 84 (2000): 251–55.
Sparks, Richard, Lois Philips, and Leonore Ganschow. “Students Classified as Learning Disabled and the Foreign Language Requirement.” American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs. Ed. Judith E. Liskin-Gasparro. Boston: Heinle, 1996. 123–60.
Block, Lydia, Loring Brinckerhoff, and Cathleen Tureba. “Options and Accommodations in Mathematics and Foreign Language for College Students with Learning Disabilities.” Higher Education and the Handicapped (HEATH) 14.2–3 (1995): 1–5.
Freed, Barbara F. “Exemptions from the Foreign Language Requirement: A Review of Recent Literature, Problems, and Policy.” ADFL Bulletin 18.2 (1987): 13–17. [Show Article]
Ganschow, Leonore, Bettye Myer, and Kathy Roeger. “Foreign Language Policies and Procedures for Students with Specific Learning Disabilities.” Learning Disabilities Focus 5.1 (1989): 50–58.
Milani, Adam. “Disabled Students in Higher Education: Administrative and Judicial Enforcement of Disability Law.” Journal of College and University Law 22.4 (1996): 989–1043.
Moore, Francis. “Section 504 and the Americans with Disabilities Act: Accommodating the Learning Disabled Student in the Foreign Language Curriculum.” ADFL Bulletin 26.2 (1995): 59–62. [Show Article]
Philips, Lois, Leonore Ganschow, and Reed Anderson. “The College Foreign Language Requirement: An Action Plan for Alternatives.” NACADA [Natl. Academic Advising Assn.] Journal 11.1 (1991): 51–56.
Shaw, Robert. “The Case for Course Substitutions as Reasonable Accommodation for Students with Foreign Language Learning Difficulties.” Journal of Learning Disabilities 32 (1999): 320–28.
Sparks, Richard, and Leonore Ganschow. “Introduction: Learning Disabilities and the Boston University Case.” Journal of Learning Disabilities 32 (1999): 284–85. This issue, guest edited by Sparks and Ganschow, addresses the BU case.
Sparks, Richard, and James Javorsky. “Section 504 and the Americans with Disabilities Act: Accommodating the Learning Disabled Student in the Foreign Language Curriculum.” ADFL Bulletin 30.3 (1999): 36–44. [Show Article]
Sparks, Richard, Lois Philips, and Leonore Ganschow. “Students Classified as Learning Disabled and the Foreign Language Requirement: A Case Study of One University.” Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Ed. Judith Liskin-Gasparro. Boston: Heinle, 1996. 123–59.
University of Pennsylvania. Guidelines for Students Petitioning for a Waiver of the Foreign Language Requirement. Philadelphia, 1997.
Articles That Focus on the Linguistic Coding Differences Hypothesis or Literature by Others That Supports the Hypothesis; Includes Second-Language and Bilingual Research
Cheung, Him. “Nonword Span as a Unique Predictor of Second-Language Vocabulary.” Development Psychology 12 (1996): 867–73.
Cisco, Cheryl, and James Royer. “The Development of Cross-Language Transfer of Phonological Awareness.” Contemporary Educational Psychology 20 (1995): 275–303.
Comeau, Liane, Pierre Cormier, Eric Grandmaison, and Diane Lacroix. “A Longitudinal Study of Phonological Processing Skills in Children Learning to Read a Second Language.” Journal of Educational Psychology 91 (1999): 29–43.
Dufva, Mia, and Marinus Voeten. “Native Language Literacy and Phonological Memory as Prerequisites for Learning English as a Foreign Language.” Applied Psycholinguistics 20 (1999): 329–48.
Durgunoglu, Aydin, William Nagy, and Barbara Hancin-Bhatt. “Cross-Language Transfer of Phonological Awareness.” Journal of Educational Psychology 85 (1993): 452–65.
Geva, Esther. “Issues in the Assessment of Reading Disabilities in L2 Children.” Dyslexia 6 (2000): 13–28.
Geva, Esther, Lesly Wade-Woolley, and Michal Shany. “The Development of Reading Efficiency in First and Second Language.” Scientific Studies of Reading 1 (1997): 119–44.
Ho, C. Suk-Han, and Peter Bryant. “Phonological Skills Are Important in Learning to Read Chinese.” Developmental Psychology 33 (1997): 946–51.
Holm, Alison, and Barbara Dodd. “The Effects of First Written Language on the Acquisition of English Literacy.” Cognition 59 (1996): 119–47.
Hulstijn, Jan, and Bart Bossers. “Individual Differences in L2 Proficiency as a Function of L1 Proficiency.” European Journal of Cognitive Psychology 4 (1992): 341–53.
Humes-Bartlo, Margaret. “Variation in Children’s Ability to Learn Second Languages.” Bilingualism across the Lifespan. Ed. Kenneth Hyltenstam and Loraine Obler. Cambridge: Cambridge UP, 1989. 41–54.
Koda, Keiko. “L2 Word Recognition Research: A Critical Review.” Modern Language Journal 30 (1996): 450–60.
Muljani, D., Keiko Koda, and Danny Moates. “The Development of Word Recognition in a Second Language.” Applied Psycholinguistics 19 (1998): 99–113.
Olshtain, Elite, et al. “Factors Predicting Success in EFL among Culturally Different Learners.” Language Learning 40 (1990): 23–44.
Papagno, Constanza, Tim Valentine, and Alan Baddeley. “Phonological Short-Term Memory and Foreign Language Vocabulary Learning.” Journal of Memory and Language 30 (1991): 331–47.
Service, Elisabet. “Phonology, Working Memory, and Foreign Language Learning.” Quarterly Journal of Experimental Psychology. 45.A (1992): 21–50.
Service, Elisabet, and Viljo Kohonen. “Is the Relation between Phonological Memory and Foreign Language Learning Accounted for by Vocabulary Acquisition?” Applied Psycholinguistics 16 (1995): 155–72.
Skehan, Peter. “The Role of Foreign Language Aptitude in a Model of School Learning.” Language Testing 3 (1986): 188–221. Supports premise of linguistic coding differences hypothesis.
Sparks, Richard. “Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning.” Annals of Dyslexia 45 (1995): 187–214.
Spolsky, Bernard. Conditions for Second Language Learning. Oxford: Oxford UP, 1989.
Vellutino, Frank, and Donna Scanlon. “Linguistic Coding Deficits and Metalinguistic Awareness: Their Relationship to Verbal and Code Acquisition in Poor and Normal Readers.” Metalinguistic Awareness and Beginning Literacy: Conceptualizing What It Means to Read and Write. Ed. David Yaden and Shane Templeton. Portsmouth: Heinemann, 1986. 115–41. Native language research from which the linguistic coding difference hypothesis was derived.
Crombie, Margaret A. “The Effects of Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language in School.” Dyslexia 3.1 (1997): 27–47.
Gajar, Anna H. “Foreign Language Learning Disabilities: The Identification of Predictive and Diagnostic Variables.” Journal of Learning Disabilities 20.6 (1987): 327–30.
Ganschow, Leonore, Lois Philips, and Elke Schneider. “Experiences with the University Foreign Language Requirement: LD Student Voices.” Learning Disabilities: A Multidisciplinary Journal, forthcoming.
Ganschow, Leonore, and Richard Sparks. “Anxiety about Foreign Language Learning among High School Women.” Modern Language Journal 80 (1996): 199–212.
———. “Effects of Direct Instruction in Phonology on the Native Skills and Foreign Language Aptitude of At-Risk Foreign Language Learners.” Journal of Learning Disabilities 28 (1995): 107–20.
———. “Reflections on Foreign Language Study for Students with Language Learning Problems: Problems, Issues, and Solutions.” Dyslexia 6 (2000): 87–100.
Ganschow, Leonore, Richard Sparks, Reed Anderson, James Javorsky, Sue Skinner, and Jon Patton. “Differences in Language Performance among High-, Average-, and Low-Anxious College Foreign Language Learners.” Modern Language Journal 78 (1994): 41–55.
Ganschow, Leonore, Richard Sparks, James Javorsky, and Jon Patton. “Factors Relating to Learning a Foreign Language among High- and Low-Risk Students and Students with Learning Disabilities.” Applied Language Learning 3 (1992): 37–63.
Ganschow, Leonore, Richard Sparks, James Javorsky, Jon Pohlman, and Angela Bishop-Marbury. “Identifying Native Language Difficulties among Foreign Language Learners in College: A Foreign Language Learning Disability?” Journal of Learning Disabilities 24 (1991): 530–41.
Goodman, Joan F., Barbara Freed, and William McMannus. “The Measurement of Foreign Language Learning Disabilities in College Students.” Journal of Learning Disabilities 21 (1989): 429–30.
Javorsky, James, Richard Sparks, and Leonore Ganschow. “Perceptions of College Students with and without Specific Learning Disabilities about Foreign Language Courses.” LD Research and Practice 7.1 (1992): 31–44.
Sparks, Richard, Marge Artzer, Leonore Ganschow, Dave Siebenhar, Mark Plageman, and Jon Patton. “Differences in Native-Language Skills, Foreign-Language Aptitude, and Foreign-Language Grades among High-, Average-, and Low-Proficiency Foreign-Language Learners: Two Studies.” Language Testing 15 (1998): 181–216.
Sparks, Richard, Marge Artzer, James Javorsky, Jon Patton, Leonore Ganschow, Karen Miller, and Dottie Hordubay. “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 (1998): 535–51.
Sparks, Richard, Marge Artzer, Jon Patton, Leonore Ganschow, Karen Miller, Dottie Hordubay, and Geri Walsh. “Benefits of Multisensory Language Instruction for At-Risk Learners: A Comparison Study of High School Spanish Students.” Annals of Dyslexia 48 (1998): 239–70.
Sparks, Richard, and Leonore Ganschow. “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 (1993): 193–216.
———. “Parent Perceptions in the Screening for Performance in Foreign Language Courses.” Foreign Language Annals 28 (1995): 371–91.
———. A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre.” Modern Language Journal 79 (1995): 235–44.
———. “Teachers’ Perceptions of Students’ Native Language Skills and Affective Characteristics.” Journal of Educational Research 89 (1996): 172–85.
Sparks, Richard, Leonore Ganschow, Marge Artzer, and Jon Patton. “Foreign Language Proficiency of At-Risk and Not-at-Risk Learners over Two Years of Foreign Language Instruction: A Follow-Up Study.” Journal of Learning Disabilities 30 (1997): 92–98.
Sparks, Richard, Leonore Ganschow, Marge Artzer, Dave Siebenhar, Mark Plageman, and Jon Patton. “Language Anxiety and Proficiency in a Foreign Language.” Perceptual and Motor Skills 85 (1997): 559–62.
Sparks, Richard, Leonore Ganschow, Kay Fluharty, and Sherwin Little. “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 (1996): 165–84.
Sparks, Richard, Leonore Ganschow, and James Javorsky. “I Know One When I See One (or I Know One Because I Am One): A Response to Mabbott.” Foreign Language Annals 29 (1995): 479–87.
———. “Perceptions of Low- and High-Risk Students and Students with Learning Disabilities about High School Foreign Language Courses.” Foreign Language Annals 26 (1993): 491–510.
Sparks, Richard, Leonore Ganschow, James Javorsky, Jane Pohlman, and Jon Patton. “Identifying Native Language Deficits in High- and Low-Risk Foreign Language Learners in High School.” Foreign Language Annals 25 (1992): 403–18.
———. “Test Comparisons among Students Identified as High-Risk, Low-Risk, and Learning Disabled in High School Foreign Language Courses.” Modern Language Journal 76 (1992): 142–59.
Sparks, Richard, Leonore Ganschow, and Jon Patton. “Prediction of Performance in First-Year Foreign Language Courses: Connections between Native- and Foreign-Language Learning.” Journal of Educational Psychology 87 (1995): 638–55.
Sparks, Richard, Leonore Ganschow, Jon Patton, Marge Artzer, Dave Siebenar, and Mark Plageman. “Prediction of Proficiency in a Foreign Language.” Journal of Educational Psychology 89 (1997): 549–61.
Sparks, Richard, Leonore Ganschow, and Jane Pohlman. “Linguistic Coding Deficits in Foreign Language Learners.” Annals of Dyslexia 39 (1989): 179–95.
Sparks, Richard, Leonore Ganschow, Jane Pohlman, Marge Artzer, and Sue Skinner. “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 (1992): 25–53.
Sparks, Richard, and James Javorsky. “Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses: A Response to Arries.” Modern Language Journal 83 (1999): 569–73.
———. “Students Classified as Learning Disabled and the College Foreign Language Requirement: Replication and Comparison Studies.” Journal of Learning Disabilities 32 (1999): 329–49.
Sparks, Richard, James Javorsky, and Leonore Ganschow. “Satiating the Appetite of the Sociologic Sponge.” Foreign Language Annals 28 (1995): 1–4.
Sparks, Richard, James Javorsky, Jon Patton, and Leonore Ganschow. “Principal Components Analysis of a Test Battery to Predict Proficiency in a Foreign Language.” Applied Language Learning 9 (1998): 71–106.
Sparks, Richard, Lois Philips, Leonore Ganschow, and James Javorsky. “Comparison of Students Classified as Learning Disabled Who Petitioned for or Fulfilled the College Foreign Language Requirement.” Journal of Learning Disabilities 32 (1999): 553–65.
———. “Students Classified as Learning Disabled and the College Foreign Language Requirement: A Quantitative Analysis.” Journal of Learning Disabilities 32 (1999): 566–80.
Anacona, Ronnie. “Latin and a Dyslexic Student: An Experience in Teaching.” Classical World 76 (1982): 33–36.
Arries, Jonathan. “An Experimental Spanish Course for Learning Disabled Students.” Hispania 77.1 (1994): 110–17.
———. “Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses.” Modern Language Journal 83 (1999): 98–110.
Ashe, Althea C. “Latin for Special Needs Students: Meeting the Challenge of Students with Learning Disabilities.” Latin for the Twenty-First Century. Ed. Richard A. LaFleur. Glenview: Foresman, 1997. 237–50.
Demuth, Katharine A., and Nathaniel B. Smith. “The Foreign Language Requirement: An Alternative Program.” Foreign Language Annals 20.1 (1987): 67–77.
Fink, Ruth J., Terri Bodhaine, Barbara Hill, and Obdalia Castro. “The Modified Foreign Language Program.” Preconference Presentation for the Assn. of Higher Educ. and Disability. Las Vegas. 27 July 1998.
Ganschow, Leonore, and Elke Schneider. “Teaching All Students: From Research to Reality.” Celebrating Languages, Opening All Minds! Ed. Anita J. Vogely. Annual Meeting Series 14. New York: NY State Assn. of Foreign Lang. Teachers, 1997. 89–96.
Ganschow, Leonore, James Javorsky, and Lois Philips. “The Foreign Language / Learning Disabilities Dilemma: Diagnosing and Accommodating Students at the College Level.” Instructional Issues for Students with Learning Disabilities: The Transition and Communication Consortium on Learning Disabilities (TACCLD). Ed. Debra L. Knapke. Columbus: TACCLD, 1989.
Ganschow, Leonore, and Richard Sparks. “Effects of Direct Instruction in Phonology on the Native Language Skills and Foreign Language Aptitude of At-Risk Foreign Language Learners.” Journal of Learning Disabilities 28 (1995): 107–20.
Ganschow, Leonore, Richard Sparks, and Elke Schneider. “Learning a Foreign Language: Challenges for Students with Language Learning Difficulties.” Dyslexia: An International Journal of Research and Practice 1 (1995): 75–95.
Hill, Barbra, Doris Downey, Margaret Sheppard, and Valerie Williamson. “Accommodating the Needs of Students with Severe Language Learning Difficulties in Modified Foreign Language Classes.” Broadening the Frontiers of Foreign Language Education. Ed. Gale K. Crouse. Lincolnwood: Natl. Textbook, 1995. 46–56.
Kenneweg, Sylvia. “Meeting Special Learning Needs in the Spanish Curriculum of a College-Prepatory School.” Get Ready, Get Set, Go! Action in the Foreign Language Classroom. Ed. Barbara Snyder. Ohio Foreign Lang. Assn., 1998. 16–18.
Koda, Keiko. “The Effects of Lower-Level Processing Skills on Foreign Language Reading Performance: Implications for Instruction.” Modern Language Journal 76 (1992): 502–12.
Mabbott, Ann Sax. “Students Labeled Learning Disabled and the Foreign Language Requirement: Background and Suggestions for Teachers.” Faces in a Crowd: The Individual Learner in Multisection Courses. Ed. Carol A. Klee. Boston: Heinle, 1994. 325–53.
Myer, Bettye J., Leonore Ganschow, Richard Sparks, and Sylvia Kenneweg. “Cracking the Code: Helping Students with Specific Learning Disabilities.” Defining the Essentials for the Foreign Language Classroom. Ed. Dave McAlpine. Lincolnwood: Natl. Textbook, 1989. 12–20.
Riess, Mary-Ann. “Helping the Unsuccessful Language Learner.” Modern Language Journal 65 (1981): 121–28.
Schneider, Elke. Multisensory Structured Metacognitive Instruction: An Approach to Teaching a Foreign Language to At-Risk Students at an American College. Hamburg: Lang, 1999.
Sparks, Richard, and Leonore Ganschow. “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 (1993): 193–216.
———. “Identifying and Instructing At-Risk Foreign Language Learners in College.” Benseler 173–99.
Sparks, Richard, Leonore Ganschow, Marge Artzer, and Jon Patton. “Foreign Language Proficiency of At-Risk and Not-at-Risk Learners over Two Years of Foreign Language Instruction.” Journal of Learning Disabilities 30 (1997): 92–98.
Sparks, Richard, Leonore Ganschow, Sylvia Kenneweg, and Karen Miller. “Use of an Orton-Gillingham Approach to Teach a Foreign Language to Learning Disabled / Dyslexic Students: Explicit Teaching of Phonology in a Second Language.” Annals of Dyslexia 41 (1991): 96–118.
Sparks, Richard, and Karen Miller. “Teaching a Foreign Language Using Multisensory Structured Language Techniques to At-Risk Learners: A Review.” Dyslexia 6 (2000): 125–32.
Stephens, Stephani. “Latin and the Learning Disabled Student.” Classical Outlook 67.3 (1990): 111–13.
Carroll, John B., and Stanley Sapon. Modern Language Aptitude Test. New York: Psychological, 1959.
Ehrman, Madeline, and Rebecca Oxford. “Cognition Plus: Correlates of Second Language Learning.” Modern Language Journal 76 (1995): 67–89.
Ganschow, Leonore, and Richard Sparks. “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 (1991): 383–98.
Horwitz, Elaine K., Michael B. Horwitz, and Joanne Cope. “Foreign Language Classroom Anxiety.” Modern Language Journal 70 (1986): 125–32.
Horwitz, Elaine, and Dolly Young. Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs: Prentice, 1991.
Oxford, Rebecca. Language Learning Strategies. New York: Newbury, 1990.
———. Strategy for Language Learning (SILL). 1987. For further information, contact Rebecca Oxford, c/o Center for Applied Linguistics, 1118 22nd St., NW, Washington, DC 20037.
Pimsleur, Paul. Pimsleur Language Aptitude Battery. Chicago: Psychological, 1964.
Young, Dolly, ed. Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low Anxiety Classroom Atmosphere. New York: McGraw, 1999.
For suggested instruments, see:
Ganschow, Leonore, and Richard Sparks. “Foreign Language Learning Disabilities: Issues, Research, and Teaching Implications.” Success for College Students with Learning Disabilities. Ed. Susan Vogel and Pamela Adelman. New York: Springer, 1993. 283–320.
Sparks, Richard, and Leonore Ganschow. “Identifying and Instructing At–Risk Foreign Language Learners in College.” Benseler 173–99.
© 2001 by the Association of Departments of Foreign Languages. All Rights Reserved.
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