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Benefits of Multisensory Structured Language Instruction for At-Risk Foreign Language Learners: A Comparison Study of High School Spanish Students.
Peer reviewed 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 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
Foreign Language Proficiency of At-Risk and Not-At-Risk Learners over 2 Years of Foreign Language Instruction: A Follow-Up Study.
Peer reviewed Peer reviewed
Sparks, Richard L.; And Others – Journal of Learning Disabilities, 1997
Seven sophomores at risk for problems with learning a foreign language were taught using a multisensory structured language approach. Over two years, they made significant gains on native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, the students did not catch up with typical students on these…
Descriptors: Followup Studies, High Risk Students, High Schools, Instructional Effectiveness
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 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