Evidence-Based Accommodation Decision Making at the Postsecondary Level: Review of the Evidence for Foreign Language Learning

Autor/in	Sparks, Richard L.
Titel	Evidence-Based Accommodation Decision Making at the Postsecondary Level: Review of the Evidence for Foreign Language Learning
Quelle	In: Learning Disabilities Research & Practice, 23 (2008) 4, S.180-183 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Learning Problems; Second Languages; Learning Disabilities; Second Language Learning; Higher Education; College Students + Suchen Sie Ihr Suchwort? Lernproblem; Second language; Zweitsprache; Learning handicap; Lernbehinderung; Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ-achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non-LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10