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Students Classified as LD and the College Foreign Language Requirement

A Quantitative Analysis

College of Mount St. Joseph, 5701 Delhi Road, Cincinnati, OH 45233

Lois Philips

Miami University in Oxford, Ohio

Leonore Ganschow

Department of Educational Psychology at Miami University

James Javorsky

Purdue University

This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

Journal of Learning Disabilities, Vol. 32, No. 6, 566-580 (1999)
DOI: 10.1177/002221949903200608


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