Leonore Ganschow
Biographic Data
| ID | 1692071 |
|---|---|
| NAME | Leonore Ganschow |
| GIVEN NAMES | Leonore |
| FAMILY NAME | Ganschow |
| SIGNATURE | GANSCHOW L |
| AFFILIATIONS | Miami University |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 7 |
Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 …
Long-Term Crosslinguistic Transfer of Skills From L1 to L2
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension administered in the first, second, third, and fifth grades. An L2 aptitude measure was administered in ninth …
Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills
Fifty‐four students were followed over 10 years and tested with native language measures in first through fifth grades and measures of foreign language aptitude and foreign language proficiency in high school. All students had completed two years of Spanish, French, or German. Students were divided into three groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Findings showed that the low anxious group scored sig…
Should the Modern Language Aptitude Test Be Used to Determine Course Substitutions for and Waivers of the Foreign Language Requirement
Colleges and universities often permit students classified as learning disabled (LD) and other students not classified as LD to substitute courses for or waive the foreign language requirement. The Modern Language Aptitude Test (MLAT) has become an increasingly popular assessment tool to determine which students can or cannot pass foreign language courses and to diagnose a “disability” for foreign language learning. However, the use of the MLAT f…
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow‐up Studies
Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and foreign language aptitude measures were perceived by teachers as having weaker academic skills and a…
Learning difficulties and foreign language learning: A review of research and instruction
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The 1999 Samuel T. Orton Award presented to Howard Gardner
Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners: Two studies
Two studies examined the extent to which there would be differences in native language skills, foreign-language aptitude, and final foreign-language grades among high-school students completing a second year of a foreign-language course and identified as high-, average-, and low-proficiency learners. Oral and written proficiency measures in Spanish, French, and German were designed and administered by trained evaluators. The first study involved …
Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency
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 learni…
I Know One When I See One (Or, I Know One Because I Am One): A Response to Mabbott
Educational institutions have witnessed an explosive growth in the numbers of children, adolescents, and adults labeled as learning disabled (LD). The term LD is used increasingly by both educators and the general public. Recently, the term has also appeared in the foreign language literature. However, the LD concept has come under increasing criticism because of the problems of finding an acceptable definition and the concept's lack of scientifi…
Satiating the Appetite of the Sociologic Sponge: A Rejoinder to Mabbott
Parent Perceptions in the Screening of Performance in Foreign Language Courses
Parents' perceptions are not commonly used to assist educators in understanding students' foreign language learning problems. Here, a questionnaire designed to measure parents' perceptions of their child's developmental and academic histories, classroom learning characteristics, and previous foreign language learning was administered to 79 parents of children enrolled in first‐year high school foreign language courses. Students were differentiate…
Dyslexia and musical notation
Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning
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
Perceptions of Low and High Risk Students and Students with Learning Disabilities About High School Foreign Language Courses
This study compared the perceptions of low (LR) and high risk (HR) students and students with learning disabilities (LD) enrolled in first year high school foreign language courses on a questionnaire‐the Foreign Language Attitude and Perceptions Survey (FLAPS)‐designed to elicit responses to questions relating to their foreign language academic history, learning attitudes, and academic skills. LR and HR students were identified by an author‐desig…
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School
This study compared low and high risk first‐year high school foreign language learners on measures of cognitive, foreign language, and native language performance. Low risk learners were those who had made an A or B in the first‐quarter foreign language course, were identified by their foreign language teacher as good language learners, and scored low risk on an author‐designed foreign language screening instrument (Ganschow and Sparks, 21); high…
Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?
Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language
A Screening Instrument for the Identification of Foreign Language Learning Problems
Authors describe a self‐scoring screening instrument designed to predict college students' risk for success or failure in foreign language classes. The instrument's questions, based on the authors' experiences with students with learning disabilities, focus on students' foreign language backgrounds, developmental and academic learning histories, and tests and classroom learning characteristics. Results of research studies conducted with the instr…
Linguistic coding deficits in foreign language learners
Analysis of written language of a language learning disabled (dyslexic) college student and instructional implications
Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School
This study compared low and high risk first‐year high school foreign language learners on measures of cognitive, foreign language, and native language performance. Low risk learners were those who had made an A or B in the first‐quarter foreign language course, were identified by their foreign language teacher as good language learners, and scored low risk on an author‐designed foreign language screening instrument (Ganschow and Sparks, 21); high…
Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills
Fifty‐four students were followed over 10 years and tested with native language measures in first through fifth grades and measures of foreign language aptitude and foreign language proficiency in high school. All students had completed two years of Spanish, French, or German. Students were divided into three groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Findings showed that the low anxious group scored sig…
Long-Term Crosslinguistic Transfer of Skills From L1 to L2
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension administered in the first, second, third, and fifth grades. An L2 aptitude measure was administered in ninth …
Parent Perceptions in the Screening of Performance in Foreign Language Courses
Parents' perceptions are not commonly used to assist educators in understanding students' foreign language learning problems. Here, a questionnaire designed to measure parents' perceptions of their child's developmental and academic histories, classroom learning characteristics, and previous foreign language learning was administered to 79 parents of children enrolled in first‐year high school foreign language courses. Students were differentiate…
A Screening Instrument for the Identification of Foreign Language Learning Problems
Authors describe a self‐scoring screening instrument designed to predict college students' risk for success or failure in foreign language classes. The instrument's questions, based on the authors' experiences with students with learning disabilities, focus on students' foreign language backgrounds, developmental and academic learning histories, and tests and classroom learning characteristics. Results of research studies conducted with the instr…
Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency
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 learni…
Perceptions of Low and High Risk Students and Students with Learning Disabilities About High School Foreign Language Courses
This study compared the perceptions of low (LR) and high risk (HR) students and students with learning disabilities (LD) enrolled in first year high school foreign language courses on a questionnaire‐the Foreign Language Attitude and Perceptions Survey (FLAPS)‐designed to elicit responses to questions relating to their foreign language academic history, learning attitudes, and academic skills. LR and HR students were identified by an author‐desig…
Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 …
Should the Modern Language Aptitude Test Be Used to Determine Course Substitutions for and Waivers of the Foreign Language Requirement
Colleges and universities often permit students classified as learning disabled (LD) and other students not classified as LD to substitute courses for or waive the foreign language requirement. The Modern Language Aptitude Test (MLAT) has become an increasingly popular assessment tool to determine which students can or cannot pass foreign language courses and to diagnose a “disability” for foreign language learning. However, the use of the MLAT f…
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow‐up Studies
Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and foreign language aptitude measures were perceived by teachers as having weaker academic skills and a…
I Know One When I See One (Or, I Know One Because I Am One): A Response to Mabbott
Educational institutions have witnessed an explosive growth in the numbers of children, adolescents, and adults labeled as learning disabled (LD). The term LD is used increasingly by both educators and the general public. Recently, the term has also appeared in the foreign language literature. However, the LD concept has come under increasing criticism because of the problems of finding an acceptable definition and the concept's lack of scientifi…
Satiating the Appetite of the Sociologic Sponge: A Rejoinder to Mabbott
Analysis of written language of a language learning disabled (dyslexic) college student and instructional implications
Linguistic coding deficits in foreign language learners
Foreign Language Learning Differences: Affective or Native Language Aptitude Differences?
Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language
A Screening Instrument for the Identification of Foreign Language Learning Problems
Authors describe a self‐scoring screening instrument designed to predict college students' risk for success or failure in foreign language classes. The instrument's questions, based on the authors' experiences with students with learning disabilities, focus on students' foreign language backgrounds, developmental and academic learning histories, and tests and classroom learning characteristics. Results of research studies conducted with the instr…
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School
This study compared low and high risk first‐year high school foreign language learners on measures of cognitive, foreign language, and native language performance. Low risk learners were those who had made an A or B in the first‐quarter foreign language course, were identified by their foreign language teacher as good language learners, and scored low risk on an author‐designed foreign language screening instrument (Ganschow and Sparks, 21); high…
Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning
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
Perceptions of Low and High Risk Students and Students with Learning Disabilities About High School Foreign Language Courses
This study compared the perceptions of low (LR) and high risk (HR) students and students with learning disabilities (LD) enrolled in first year high school foreign language courses on a questionnaire‐the Foreign Language Attitude and Perceptions Survey (FLAPS)‐designed to elicit responses to questions relating to their foreign language academic history, learning attitudes, and academic skills. LR and HR students were identified by an author‐desig…
Dyslexia and musical notation
I Know One When I See One (Or, I Know One Because I Am One): A Response to Mabbott
Educational institutions have witnessed an explosive growth in the numbers of children, adolescents, and adults labeled as learning disabled (LD). The term LD is used increasingly by both educators and the general public. Recently, the term has also appeared in the foreign language literature. However, the LD concept has come under increasing criticism because of the problems of finding an acceptable definition and the concept's lack of scientifi…
Satiating the Appetite of the Sociologic Sponge: A Rejoinder to Mabbott
Parent Perceptions in the Screening of Performance in Foreign Language Courses
Parents' perceptions are not commonly used to assist educators in understanding students' foreign language learning problems. Here, a questionnaire designed to measure parents' perceptions of their child's developmental and academic histories, classroom learning characteristics, and previous foreign language learning was administered to 79 parents of children enrolled in first‐year high school foreign language courses. Students were differentiate…
Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners: Two studies
Two studies examined the extent to which there would be differences in native language skills, foreign-language aptitude, and final foreign-language grades among high-school students completing a second year of a foreign-language course and identified as high-, average-, and low-proficiency learners. Oral and written proficiency measures in Spanish, French, and German were designed and administered by trained evaluators. The first study involved …
Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency
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 learni…
The 1999 Samuel T. Orton Award presented to Howard Gardner
Learning difficulties and foreign language learning: A review of research and instruction
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow‐up Studies
Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and foreign language aptitude measures were perceived by teachers as having weaker academic skills and a…
Should the Modern Language Aptitude Test Be Used to Determine Course Substitutions for and Waivers of the Foreign Language Requirement
Colleges and universities often permit students classified as learning disabled (LD) and other students not classified as LD to substitute courses for or waive the foreign language requirement. The Modern Language Aptitude Test (MLAT) has become an increasingly popular assessment tool to determine which students can or cannot pass foreign language courses and to diagnose a “disability” for foreign language learning. However, the use of the MLAT f…
Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills
Fifty‐four students were followed over 10 years and tested with native language measures in first through fifth grades and measures of foreign language aptitude and foreign language proficiency in high school. All students had completed two years of Spanish, French, or German. Students were divided into three groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Findings showed that the low anxious group scored sig…
Long-Term Crosslinguistic Transfer of Skills From L1 to L2
This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension administered in the first, second, third, and fifth grades. An L2 aptitude measure was administered in ninth …
Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 …
Psychology (24 works) · Reading and Literacy Development (22 works) · Linguistics (21 works) · Mathematics education (21 works) · Foreign language (18 works) · Language assessment (14 works) · Developmental psychology (13 works) · EFL/ESL Teaching and Learning (12 works) · First language (12 works) · Aptitude (11 works)