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Foreign Language Proficiency of At-Risk and Not-At-Risk Learners Over 2 Years of Foreign Language Instruction

A Follow-Up Study

Richard L. Sparks, EdD, is an associate professor of education at the College of Mount St. Joseph in Cincinnati and has a private diagnostic practice as an educational consultant. His research interests are in oral and written language acquisition and second-language learning. Address: Richard L. Sparks, College of Mount St. Joseph, 5701 Delhi Road, Cincinnati, OH 45233.

Leonore Ganschow

Leonore Ganschow, EdD, is a professor of special education at Miami University, Oxford, Ohio. Her research interests are in oral and written language acquisition and second-language learning.

Marjorie Artzer

Marjorie Artzer, PhD, is an assistant professor of education at Northern Kentucky University in Highland Heights. She has taught Spanish at both the high school and the college level and currently teaches courses in methodology and curriculum. Her primary research interest is in the area of effective foreign language methodology for all learners.

John Patton

John Patton, PhD, is the senior research consultant for the University Computer and Information Service and adjunct professor for the Decision Sciences Department at Miami University, Oxford, Ohio. His teaching and research interests are in operations research and applied mathematics.

In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not "catch up" with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.

Journal of Learning Disabilities, Vol. 30, No. 1, 92-98 (1997)
DOI: 10.1177/002221949703000108


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