Marjorie Artzer
Biographic Data
| ID | 5434726 |
|---|---|
| NAME | Marjorie Artzer |
| GIVEN NAMES | Marjorie |
| FAMILY NAME | Artzer |
| SIGNATURE | ARTZER M |
| AFFILIATIONS | Northern Kentucky University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 2 |
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency
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…
Foreign language learning, hyperlexia, and early word recognition
Benefits of multisensory structured language instruction for at-risk foreign language learners
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners
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
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 effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
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 learni…
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency
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…
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
Benefits of multisensory structured language instruction for at-risk foreign language learners
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners
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
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…
Foreign language learning, hyperlexia, and early word recognition
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency
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…
Linguistics (6 works) · Psychology (6 works) · Reading and Literacy Development (6 works) · Aptitude (5 works) · Developmental psychology (5 works) · Foreign language (5 works) · Mathematics education (5 works) · EFL/ESL Teaching and Learning (4 works) · First language (4 works) · Language assessment (4 works)