Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ-achievement discrepancies and FL aptitude,…

Despite the lack of empirical evidence, the term "foreign language learning disability" (FLLD) has become popular in the learning disabilities (LD) and foreign language literature. I contend that there is not a unique "disability" for foreign language learning and suggest instead that foreign language skills run along a continuum of very strong to…

In response to a previous article, this article suggests that the differing viewpoints are the result of differences in opinion about what constitutes a foreign-language learning problem and a learning disability and whether evidence is provided to substantiate the claims presented by each side. (JL)

High-achieving (HA) and low-achieving (LA), learning disabled (LD), and attention deficit hyperactivity disorder (ADHD) high school students were followed over two years of L2 study and compared on measures of L1 literacy (reading and writing) in elementary school, L1 cognitive ability, L2 aptitude, oral and written L2 proficiency, and L2 word…

Responds to an earlier article that introduced the concept of foreign language reading anxiety and reported the results of a preliminary study of reading anxiety. Argues that the explanations for the study findings are misguided. (Author/VWL)

Examines special issues surrounding foreign language (FL) requirements for students classified as learning disabled (LD). Focuses on why students experience FL learning problems, the problems with the definition of and diagnosis of LD, whether research supports traditional assumptions about LD and FL learning, whether students classified as LD…

Discusses cognitive, affective, and linguistic influences on foreign language learning. It proposes the Linguistic Coding Differences Hypothesis (LCDH) model for understanding foreign language learning problems. The empirical support for the LCDH model is reviewed. Diagnostic, pedagogical, and policy implications are addressed. (Author/DB)

Discusses students classified as learning disabled in regard to foreign language requirements, since institutions are now obligated by the Americans with Disabilities Act to teach these students. Criteria on which these students are classified as learning disabled for foreign language study and granted waivers of course substitution to fulfill the…

Comparison of high-risk, low-risk, and learning-disabled high school students' foreign language performance found clear evidence of significant differences in the foreign language learning potential of low- and high-risk students and striking similarities between high-risk and learning-disabled students regarding foreign language learning…

Two studies examined students with learning disabilities who were allowed to substitute other courses for the college foreign-language (FL) requirement. Both studies found similar demographic, cognitive, academic achievement, and FL-aptitude profiles for the students. Article concludes that educators should not assume that students with LD require…

Responds to an article on learning disabilities and foreign language learning. Discusses assumptions about students classified as learning disabled (LD) with foreign language learning problems, and the assumption that students classified as LD need a different approach. (Author/VWL)

Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…

This paper proposes that foreign-language learning problems result from difficulties with native-language learning. Research evidence is summarized showing that good and poor foreign-language learners exhibit significantly different levels of native-language skill and phonological processing ability. Potential challenges to this hypothesis are…