NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Why Reading Is a Challenge for U.S. L2 Learners: The Impact of Cognitive, Ecological, and Psychological Factors in L2 Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Sparks, Richard L. – Foreign Language Annals, 2019
Studies have shown that U.S. learners' proficiency in reading and listening comprehension lags behind their ability to decode words. Recent studies have found that even after 3 years of high school L2 courses, U.S. students fail to develop minimal proficiency in reading comprehension. This paper suggests that while cognitive factors (word decoding…
Descriptors: Second Language Learning, Second Language Instruction, Psychological Patterns, Reading Comprehension
L2 Anxiety and the Foreign Language Reading Anxiety Scale: Listening to the Evidence
Peer reviewed Peer reviewed
Direct linkDirect link
Sparks, Richard L.; Patton, Jon; Luebbers, Julie – Foreign Language Annals, 2018
Second language (L2) educators have proposed a unique anxiety for general L2 learning and an anxiety specific to L2 reading. Since the early 1990s, the L2 anxiety concept has been challenged on theoretical and empirical grounds. In this investigation, U.S. high school L2 learners were administered the Foreign Language Reading Anxiety Scale (FLRAS)…
Descriptors: Anxiety, Second Language Learning, Second Language Instruction, Reading Comprehension
A Response to Arries: Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses.
Peer reviewed Peer reviewed
Sparks, Richard L.; Javorsky, James – Modern Language Journal, 1999
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)
Descriptors: Curriculum Design, Elementary Secondary Education, Inclusive Schools, Learning Disabilities
Selected References on Foreign Language Learning in Relation to At-Risk Students and Students with Foreign Language Learning Problems.
Peer reviewed Peer reviewed
Sparks, Richard L.; Ganschow, Lenore – ADFL Bulletin, 2001
Provides an extensive resource list on foreign language Learning in relation to at-risk students and students with foreign language learning problems. (Author/VWL)
Descriptors: Evaluation Methods, High Risk Students, Higher Education, Learning Disabilities
Use of an Orton-Gillingham Approach to Teach a Foreign Language to Dyslexic/Learning-Disabled Students: Explicit Teaching of Phonology in a Second Language.
Peer reviewed Peer reviewed
Sparks, Richard L.; And Others – Annals of Dyslexia, 1991
The Orton-Gillingham method, a multisensory structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative instructional strategy for dyslexic/learning-disabled or other "at risk" students learning a second language. A method for adapting this approach to teaching Spanish is…
Descriptors: Dyslexia, High Risk Students, Learning Disabilities, Multisensory Learning
The Issue of Accommodations, Waivers, and Course Substitutions for Students Who have Difficulties Learning a Foreign Language: An Interview.
Peer reviewed Peer reviewed
Ganschow, Lenore; Sparks, Richard L.; Shaw, Robert – ADFL Bulletin, 2001
Gives an overview of the aspects of learning disabilities in regard to teaching approaches and course substitutions for language requirements that foreign language department chairs should attend to including the following: definitions of learning disabilities, diagnosis of learning disabilities, teaching methodology for the struggling student,…
Descriptors: Administrator Role, Administrators, Higher Education, Learning Disabilities