Section 504 and the Americans with Disabilities Act
Accommodating the Learning Disabled Student in the Foreign Language Curriculum (An Update)
Bibliographic Data
| ID | 8936259 |
|---|---|
| Authors | Richard L Sparks (0000-0001-8856-9880, Mount St. Joseph University, corresponding author), James Javorsky (Oakland University) |
| Year | 2000 |
| Volume | 33 |
| Issue | 6 |
| Pages | 645-654 |
| Publication date | 2000-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2000.tb00933.x |
| OpenAlex | W1975841909 |
| Language | EN |
| Citations received | 5 |
| References cited | 53 |
This article — an examination of the special issues surrounding foreign language requirements for students classified as “learning disabled” — originally appeared in the Spring 1999 issue of the ADFL Bulletin (Sparks and Javorsky 1999a). It is reprinted here with the permission of the publisher
Curriculum · Developmental psychology · Foreign language · Learning disability · Linguistics · Mathematics education · Pedagogy · Permission · Political science · Section (typography · Computer Science · Disability Education and Employment · Law · Multilingual Education and Policy · Philosophy · Psychology · Reading and Literacy Development
Learning difficulties and foreign language learning
Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses
If You Don't Know Where You're Going, You'll Wind up Somewhere Else
College Students Classified as Having Learning Disabilities and Attention Deficit Hyperactivity Disorder and the Foreign Language Requirement
Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption
Foreign Language Learning Differences
Searching for the Cognitive Locus of Foreign Language Learning Difficulties
Cognition Plus
Benefits of multisensory structured language instruction for at-risk foreign language learners
Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners
Linguistic coding deficits in foreign language learners
Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning
Differences in native-language skills, foreign- language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners
I Know One When I See One (Or, I Know One Because I Am One)
Discrepancy Definitions of Reading Disability
Satiating the Appetite of the Sociologic Sponge
Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School
Perceptions of Low and High Risk Students and Students with Learning Disabilities About High School Foreign Language Courses
Parent Perceptions in the Screening of Performance in Foreign Language Courses
Students Classified As Learning Disabled and Non‐Learning Disabled
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2001 - 2015 (15) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |