Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

Sparks, Richard L.; Artzer, Marjorie; Patton, Jon; Ganschow, Leonore; Miller, Karen; Hordubay, Dorothy J.; Walsh, Geri

doi:10.1007/s11881-998-0011-8

Cited by 57 publications

(41 citation statements)

References 23 publications

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“…As opposed to such nonexplicit FL teaching approaches, research has shown that so-called multisensory structured learning (MSL) approaches are effective ways to meet native, FL and SL learning needs of dyslexics Miller & Bussman Gillis, 2000;Nijakowska, 2008;Schneider, 1999Schneider, , 2009Sparks et al, 1998). These studies represent consistent results regarding the effect of MSL instruction.…”

Section: The Role and Impact Of Instruction And Interventionmentioning

confidence: 80%

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

Pfenninger

2015

SSLLT

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The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in interventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre-and posttests involving phonological/orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

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Section: The Role and Impact Of Instruction And Interventionmentioning

confidence: 80%

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

Pfenninger

2015

SSLLT

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“…In a multi-sensory foreign language program, students with learning disabilities have been shown to benefit from being engaged more fully, with multiple sensory inputs or expressions involved in learning tasks (Sparks et al, 1998). Logically, the same premise can be applied to assessments rooted in the curriculum; if the instruction is multi-sensory, the assessment should be, too.…”

Section: General Multisensory Considerationsmentioning

confidence: 99%

“…However, the multi-sensory nature of principles developed by Orton and Gillingham, coupled with evidence that multi-sensory methods benefit students with SLDs learning new langauges (Sparks et al, 1998) could make the application of the Gillingham method to a second language a starting point for instruction and assessment. The Gillingham method used a technique called simultaneous oral spelling, in which a teacher says a spelling word, and the student repeats the word, names the individual letters while writing them, and then says the word (Gillingham & Stillman, 1997).…”

Section: General Multisensory Considerationsmentioning

confidence: 99%

“…The concern that students identified with specific learning disabilities (SLDs) experience heightened anxiety or difficulty in learning foreign languages has been documented (Barr, 1993;Dal, 2008). Although prior research efforts have centered on multisensory instruction and strategies for learning new languages (Sparks et al, 1998;Tolbert et al, 2015), it is also vital not to overlook the role of assessment in promoting success for students with SLDs. Part of the urgency for attention to foreign language instruction and assessment for students with SLDs is that many such students are expected to complete the requirements for a high school diploma; numerous states and districts in the United States now require students to complete foreign language courses as part of that process (Education Commission of the States, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

Tolbert¹

2017

JLTR

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Abstract-Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevalence of mobile phones and other devices in contemporary classrooms, a strong emphasis on the role of online polling resources plays a prominent role in this discussion. Specific examples of instructional activities which align with assessments are also provided, as part of a selective literature review intended to connect larger topics in language instruction to the typical needs of students with specific learning disabilities. The perspective of the discussion pertains primarily to students with SLDs in the United States, where the vast majority of foreign language instruction occurs in the middle and secondary grades.

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“…Sparks and Ganschow (1993) determined that a multi-sensory approach to teaching phonological skills improved the phonemic awareness of students in both Spanish and English. Further research has centered on multi-sensory instruction incorporating explicit phonological teaching (Ganschow & Sparks, 1995), and a two-year study of at-risk students indicated that a multi-sensory approach promoted performance comparable to peers instructed with traditional methods (Sparks et al, 1998). Because of demands in working memory and diverse functioning of the CNS which can affect second language learning (Kormos & Safar, 2008;Palladino & Cornoldi, 2004), multi-sensory approaches have been promoted by Dal (2008) and Sousa (2001) and supported by the research of Amend et al (2009).…”

Section: Multi-sensory Approachesmentioning

confidence: 99%

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Tolbert

Killu

Lazarus

2015

TPLS

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Abstract-Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish. Index Terms-multi-sensory, foreign language instruction, learning disabilities, working memory, Spanish vocabulary I. CHARACTERISTICS OF LEARNING DISABILITIES AND FOREIGN LANGUAGE CHALLENGESIndividuals identified as having learning disabilities (LD) often experience difficulties related to language, resulting from central nervous system (CNS) dysfunction. This atypical operation of the CNS makes it especially challenging for students with LD to succeed with reading, math, and the oral or written expression of language. In addition to the obstacles which exist for established content areas, students with LD often experience added difficulty in learning a non-English language. The following paper will discuss the difficulties faced by students with LD, and the current state of research on how such difficulties may derive from CNS dysfunction. Additionally, the relationship between common challenges of LD students and successful learning with multi-sensory instruction will be considered. Finally, practical examples of accommodations, resources, and learning strategies for multi-sensory Spanish instruction will be offered.

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Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

Abstract: In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls" preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning

Cited by 57 publications

References 23 publications

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

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