Individual and Longitudinal Differences among High and Low-Achieving, LD, and ADHD L2 Learners

Autor/inn/en	Sparks, Richard L.; Humbach, Nancy; Javorsky, James
Titel	Individual and Longitudinal Differences among High and Low-Achieving, LD, and ADHD L2 Learners
Quelle	In: Learning and Individual Differences, 18 (2008) 1, S.29-43 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2007.07.003
Schlagwörter	Hyperactivity; Attention Deficit Disorders; Cognitive Ability; Longitudinal Studies; High Achievement; Low Achievement; Learning Disabilities; High School Students; Measures (Individuals); Literacy; Elementary Schools; Second Language Learning; Oral Language; Language Proficiency; Transfer of Training + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Grundschule; Volksschule; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Training; Transfer; Ausbildung
Abstract	High-achieving (HA) and low-achieving (LA), learning disabled (LD), and attention deficit hyperactivity disorder (ADHD) high school students were followed over two years of L2 study and compared on measures of L1 literacy (reading and writing) in elementary school, L1 cognitive ability, L2 aptitude, oral and written L2 proficiency, and L2 word decoding and spelling, and in L2 grades. Findings revealed significant differences between the HA and LA and the HA and LD groups on all of the L1 and L2 measures. No significant differences were found between the LA and LD groups on any of the L1 and L2 measures, and few differences were found between the HA and ADHD groups. Results replicated studies which have shown that L1 literacy skills are important for L2 learning. New findings showed that students classified as ADHD who have average or better L1 skills do well in L2 courses and that L1 literacy differences between high and low achieving L2 learners emerged early in elementary school, providing support for long-term cross linguistic transfer of L1 to L2 skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10