Students Classified As Learning Disabled and Non‐Learning Disabled

Proponents of the concept of learning disabilities (LD) assume that students classified as LD and those with IQ‐achievement discrepancies have more severe native language and foreign language learning problems than students not classified as LD. Two studies that included high school students classified as “at‐risk” for learning a foreign language (FL) investigated these assumptions. The first study compared “at‐risk” students classified as learning disabled (LD) with “at‐risk” students not classified as LD. Results showed no significant differences between the two groups on measures of native language skill, FL aptitude, and FL learning and proficiency. The second study examined only the students classified as LD and compared students with and without discrepancies between their scores on measures of intelligence (IQ) and academic achievement. Results showed no significant differences between the two groups on measures of FL learning and proficiency. Findings suggest that students classified as LD and non‐LD do not exhibit cognitive, academic achievement, and FL aptitude differences, or differences in their FL learning and proficiency after two years of FL study. The findings of both studies are contrary to the LD concept. The studies demonstrate the importance of providing verifiable evidence to substantiate claims that a student meets criteria for classification as LD. Implications focus on use of the LD label and IQ‐achievement discrepancies for determining which students may have problems with FL learning

Academic achievement · Aptitude · Cognition · Developmental psychology · First language · Foreign language · Language acquisition · Language proficiency · Learning disability · Linguistics · Mathematics education · Hearing Impairment and Communication · Language Development and Disorders · Psychology · Reading and Literacy Development

• Disability and foreign language learning

  Open Access•Richard Sparks, Richard L Sparks et al.•Studies in Second Language…•2026

  Añadir item

• Learning difficulties and foreign language learning

  Open Access•Leonore Ganschow, Richard Sparks et al.•Language Teaching•2001

  Añadir item

• Foreign Language Learning and Learning Disabilities

  Open Access•Richard L Sparks•Journal of Disability Policy…•2023

  Añadir item

• Myths About Foreign Language Learning and Learning Disabilities

  Open Access•Richard L Sparks•Foreign Language Annals•2016

  Añadir item

• If You Don't Know Where You're Going, You'll Wind up Somewhere Else

  Open Access•Richard L Sparks•Foreign Language Annals•2009

  Añadir item

• College Students Classified as Having Learning Disabilities and Attention Deficit Hyperactivity Disorder and the Foreign Language Requirement

  Open Access•Richard L Sparks, Lois Philips et al.•Foreign Language Annals•2003

  Añadir item

• Should the Modern Language Aptitude Test Be Used to Determine Course Substitutions for and Waivers of the Foreign Language Requirement

  Open Access•Richard L Sparks, James Javorsky et al.•Foreign Language Annals•2005

  Añadir item

• Section 504 and the Americans with Disabilities Act

  Open Access•Richard L Sparks, James Javorsky•Foreign Language Annals•2000

  Añadir item

• Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

  Open Access•Richard L Sparks, James Javorsky et al.•Language Learning•2005

  Añadir item

• Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students

  Open Access•Richard L Sparks, Leonore Ganschow et al.•Annals of Dyslexia•1991

  Añadir item

• The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners

  Open Access•Richard L Sparks, Leonore Ganschow•Annals of Dyslexia•1993

  Añadir item

• The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners

  Open Access•Richard Sparks, Richard L Sparks et al.•Annals of Dyslexia•1992

  Añadir item

• I Know One When I See One (Or, I Know One Because I Am One)

  Open Access•Richard L Sparks, Leonore Ganschow et al.•Foreign Language Annals•1995

  Añadir item

• Discrepancy Definitions of Reading Disability

  Keith E Stanovich•Reading Research Quarterly•1991

  Añadir item

• Satiating the Appetite of the Sociologic Sponge

  Open Access•Richard L Sparks, James Javorsky et al.•Foreign Language Annals•1995

  Añadir item

• Arguing for Multiple Perspectives on the Issue of Learning Disabilities and Foreign Language Acquisition

  Open Access•Ann Sax Mabbott•Foreign Language Annals•1995

  Añadir item

• Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School

  Open Access•Richard L Sparks, Leonore Ganschow et al.•Foreign Language Annals•1992

  Añadir item

• The Foreign Language Requirement

  Open Access•Katherine Demuth, Katherine A Demuth et al.•Foreign Language Annals•1987

  Añadir item

• An Experimental Spanish Course for Learning Disabled Students

  Jonathan F Arries•Hispania•1994

  Añadir item