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Annals of Dyslexia | 3 |
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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
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
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