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Multisensory Learning	7
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Annals of Dyslexia	4
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Sparks, Richard L.	3
Ganschow, Leonore	2
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Hordubay, Dorothy J.	1
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LADO, ROBERT	1
Miller, Karen	1
Patton, Jon	1
Sparks, Richard	1
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Showing all 7 results Save | Export

Benefits of Multisensory Structured Language Instruction for At-Risk Foreign Language Learners: A Comparison Study of High School Spanish Students.

Peer reviewed

Sparks, Richard L.; Artzer, Marjorie; Patton, Jon; Ganschow, Leonore; Miller, Karen; Hordubay, Dorothy J.; Walsh, Geri – Annals of Dyslexia, 1998

A study examined the benefits of multisensory structured language (MSL) instruction in Spanish for 39 high school students at risk for foreign-language learning difficulties and 16 controls. On measures of oral and written foreign-language proficiency, the MSL and control groups scored significantly higher than those instructed using traditional…

Descriptors: High Risk Students, High Schools, Instructional Effectiveness, Multisensory Learning

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

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

El Espanol: Lengua para los Estudiantes que Peligran (Spanish: A Language for At-Risk Students).

Peer reviewed

Kenneweg, Silvia Gonzalez – Hispania, 1996

Spanish is the language recommended for "at-risk" students because of the correlation between the oral and written language. Students with dyslexia and other language problems can benefit from a suitable teaching method coupled with instructional materials and class activities that address their particular learning disorders. (four references)…

Descriptors: Class Activities, Dyslexia, High School Students, Instructional Materials

Spanish Dialects and the Foreign Language Textbook: A Sound Perspective.

Peer reviewed

Wieczorek, Joseph A. – Hispania, 1991

Demonstrates that (1) second-language (L2) textbooks used in the L2 Spanish classroom, at the high school and college level, misrepresent the fundamental concept of dialects, and (2) the textbooks ignore certain important elements of dialects that would be beneficial to the L2 student as listener. (41 references) (GLR)

Descriptors: Dialects, High Schools, Higher Education, Instructional Improvement

The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners.

Peer reviewed

Sparks, Richard; And Others – Annals of Dyslexia, 1992

A multisensory structured language (MSL) approach was utilized with two groups of at-risk high school students (n=63), taught in either English and Spanish (MSL/ES) or Spanish only. Foreign language aptitude improved for both groups and native language skills for the MSL/ES group. A group receiving traditional foreign language instruction showed…

Descriptors: High Risk Students, High Schools, Instructional Effectiveness, Language Aptitude

MASSIVE VOCABULARY EXPANSION IN A FOREIGN LANGUAGE BEYOND THE BASIC COURSE--THE EFFECTS OF STIMULI, TIMING, AND ORDER OF PRESENTATION. FINAL REPORT.

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LADO, ROBERT – 1967

THE IDENTIFICATION OF THE OPTIMAL COMBINATION OF STIMULI AND THEIR TIMING FOR LARGE INCREASES IN RECOGNITION VOCABULARY IN A FOREIGN LANGUAGE AFTER STUDENTS HAVE MASTERED THE BASIC STRUCTURE OF THE LANGUAGE WAS THE SUBJECT OF RESEARCH UNDERTAKEN WITH STUDENTS ENROLLED AT THE GEORGETOWN UNIVERSITY SCHOOL OF LANGUAGES AND LINGUISTICS. FOLLOWING A…

Descriptors: Experimental Teaching, Language Instruction, Language Research, Multisensory Learning

The Effects of Multisensory Structured Language Instruction on Native Language and Foreign Language Aptitude Skills of At-Risk High School Foreign Language Learners: A Replication and Follow-Up Study.

Peer reviewed

Sparks, Richard L.; Ganschow, Leonore – Annals of Dyslexia, 1993

This replication study and follow-up study found that, when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pretest and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures showed…

Descriptors: Followup Studies, High Risk Students, High Schools, Instructional Effectiveness