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Showing all 6 results
Direct linkKahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L. – Annals of Dyslexia, 2006
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in…
Descriptors: Foreign Countries, Grade 4, Semitic Languages, Socioeconomic Status
Peer reviewedSparks, Richard L.; Artzer, Marjorie – Annals of Dyslexia, 2000
A study involving a high-school student with hyperlexia and a student with above average word recognition skills, found they scored higher on Spanish proficiency tasks that required the exclusive use of phonological and phonological/orthographic skills than on Spanish proficiency tasks requiring listening comprehension and speaking and writing…
Descriptors: Phoneme Grapheme Correspondence, Phonology, Reading Difficulties, Second Language Learning
Peer reviewedSparks, 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
Peer reviewedSparks, 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 described.…
Descriptors: Dyslexia, High Risk Students, Learning Disabilities, Multisensory Learning
Peer reviewedSparks, 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
Peer reviewedSparks, Richard L. – Annals of Dyslexia, 1995
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…
Descriptors: Elementary Secondary Education, Higher Education, Language Acquisition, Language Impairments
