Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?

Ganschow, Leonore; Sparks, Richard L.; Javorsky, James; Pohlman, Jane; Bishop-Marbury, Andrea

doi:10.1177/002221949102400905

Cited by 110 publications

(91 citation statements)

References 49 publications

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“…They were therefore excluded from the LISREL analysis. Further support for their exclusion came from previous L2/FL research studies that did not find semantic tasks in L1 to predict reading in L2/FL (Ganschow et al, 1991;Sparks & Ganschow, 1993a).…”

Section: Resultsmentioning

confidence: 99%

“…Sparks and Ganschow based the LCDH on L1 reading research conducted by Vellutino and Scanlon (1986), who found that poor L1 readers had difficulty with the structural aspects of the printed word, particularly with the phonological and orthographic aspects, but also with the syntactic aspects. In their research with high school and college students, Sparks and Ganschow found that these ''core'' linguistic abilities also affected FL learning (including reading) (Ganschow, Sparks, Javorsky, Pohlman, & Bishop-Marbury, 1991;Sparks & Ganschow, 1993a).…”

Section: Core Linguistic Abilities Underlying L1 and Fl Readingmentioning

confidence: 99%

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Predicting Foreign Language Reading Achievement in Elementary School Students

2005

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This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL) reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis (LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic abilities that influence first and subsequent language reading acquisition.

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Section: Resultsmentioning

confidence: 99%

Section: Core Linguistic Abilities Underlying L1 and Fl Readingmentioning

confidence: 99%

Predicting Foreign Language Reading Achievement in Elementary School Students

2005

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“…In their research study on college students with foreign language learning difficulties, Ganschow et al (1991) formulated a theory, which attempts to explain the problems and variations in foreign language acquisition, the Foreign Language Linguistic Coding Differences Hypothesis (LCDH). This theory posits native language difficulties as the cause and predictor of foreign language difficulties.…”

Section: Introductionmentioning

confidence: 99%

Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences

2004

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The aim of the present study was to examine differences among 'regular' and dyslexic adult bilingual readers when processing reading and reading related skills in their first (L1 Hebrew) and second (L2 English) languages. Brain activity during reading Hebrew and English unexpected sentence endings was also studied. Behavioral and electrophysiological measures including event-related potentials (ERP) and low resolution electromagnetic tomography (LORETA) methodology were employed. Results indicated discrepancies in the processing profiles of dyslexic and regular bilingual readers in both first and second languages. In general, the amplitudes of the evoked potentials were higher and the latencies longer among dyslexic readers during processing of information in first and second languages (L1 and L2), but were more pronounced in English (L2). LORETA analysis indicated evidence that the source of brain activity measured by current density of brain activation is different when reading Hebrew as compared to English sentences mainly among dyslexics and not among regular readers. The data from the present study supports the 'dominanat bilingual' hypothesis for defining bilinguals. A discrepancy between achievement in performing various L1 and L2 tasks was consistent across groups. Both groups were better in there mother tongue, which was Hebrew as compared to English.

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“…Secondly, our participants were all college students. A review of the literature on the WRAT IV reading comprehension section reveals that this section has been used on college students with learning disabilities (Hughes & Smith, 1990) and nonnative speakers (Ganschow, Sparks, Javorshy, & Pohlman, 1991). This suggests that there is a possible ceiling effect of reading comprehension scores in a normal college population.…”

Section: Discussionmentioning

confidence: 99%

Neural plasticity in lower- and higher-level visual cortex processing

Groth¹

2013

PsycEXTRA Dataset

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Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?

Cited by 110 publications

References 49 publications

Predicting Foreign Language Reading Achievement in Elementary School Students

Predicting Foreign Language Reading Achievement in Elementary School Students

Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences

Neural plasticity in lower- and higher-level visual cortex processing

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