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51.
Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
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 difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
52.
Approximately 13% of Americans who provide care for an ailing family member do so from a distance, making long-distance caregiving a relevant health communication topic to study. A self-report online survey examined the quality of information provided by care recipient to distant caregiver, uncertainty about care recipient health, and perceived quality of care from the distant caregivers' perspective. Information quality, uncertainty, and perceived quality of care were significantly related as predicted. How these findings offer new insight into the complex nature of distant caregiving communication is discussed. 相似文献
53.
Richard L. Sparks 《Learning disabilities research & practice》2008,23(4):180-183
Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses. 相似文献
54.
This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false. 相似文献
55.
Richard L. Sparks 《Annals of dyslexia》1995,45(1):187-214
In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning
and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties
for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing
foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence
which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and
phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language
learning problems are reviewed. 相似文献
56.
Cheri D. Mah Aaron J. Sparks Michael A. Samaan Richard B. Souza Anthony Luke 《Journal of sports sciences》2013,31(17):1981-1988
ABSTRACTThe study objective was to examine the effects of three days of sleep restriction on maximal jump performance and joint coordination. Eleven elite cyclists obtained a one-week baseline of habitual sleep then restricted sleep to 4 h/night (SR) for three nights assessed through self-report and actigraphy. Pre and post-intervention measures were a box drop maximal vertical jump with 3D motion capture to assess physical performance and biomechanical changes, and Psychomotor Vigilance Task (PVT) assessed changes in response time. Associations between biomechanical, physical, and cognitive performance measures were assessed. Participants restricted reported sleep from 7.4 ± 0.5 h/night at baseline to 4.0 ± 0.2 h/night and actigraphy indicated 6.7 ± 0.7 to 3.7 ± 0.2 h/night. Following SR, jump height decreased (0.44 ± 0.09 vs. 0.42 ± 0.10 m, p = 0.02, g = 0.21). Hip sagittal/knee frontal (Δ15.5°, p = 0.04, g = 0.40) and hip frontal/knee frontal (Δ11.0°, p < 0.01, g = 0.44) plane coordination variability increased after SR. Hip sagittal/knee frontal plane coordination variability after SR was associated with increasingly slower PVT response time (r = 0.63, p = 0.03). These findings suggest SR for three days decreased maximal jump performance. SR increased joint coordination variability and was associated with greater impairment in response time. SR leads to deviations from preferred movement patterns, which may have implications for decrements in athlete performance and increased injury risk. 相似文献
57.
Matthew W. Savage Allison M. Scott Joanna A. Aalboe Sharlee Burch Pamela Sparks Stein VanArsdall Raynor Mullins 《Journal of Applied Communication Research》2018,46(1):113-134
We used communication infrastructure theory to investigate oral health beliefs and behavior among young adults in Appalachian Kentucky. We conducted 7 focus groups with 67 participants who reported poor oral health behavior, but this was not necessarily the result of poor oral health knowledge. Participants identified several sociocultural factors affecting their oral health, including lack of oral health prioritization among older generations, and risky health behaviors that competed with good oral health. These sociocultural factors create a context in which standard oral health recommendations are commonly seen as excessive. Participants described various responses to the poor oral health in the region, including fatalism and a distrust of dentists, and that oral healthcare professionals may be using potentially problematic communication tactics. Practical implications for designing effective oral health promotion campaigns in the region and theoretical implications for developing social-contextual frameworks of oral health promotion are discussed. 相似文献
58.
In this study, we compared the cognitive, academic achievement, and demographic profiles of 46 students from one university who had been classified as learning disabled (LD) and had received permission to substitute courses for the university's foreign language (FL) requirement (petition group) with the profiles of 21 students from the same university who had been classified as LD and had fulfilled the university's FL requirement by passing FL courses (nonpetition group). Results showed no significant differences between the two groups on measures of reading, mathematics, written language, American College Testing score, and graduating grade point average when IQ was used as a covariate. More petition than nonpetition students had at least a 1.0 SD discrepancy between IQ and achievement and had been referred only for FL learning problems. More nonpetition than petition students had taken an FL in college and received accommodations in the FL. The two groups together appeared to constitute a heterogeneous group of learners, with more than half failing to meet a minimum discrepancy criterion for classification as LD. The discussion addresses the classification system for LD, the process for determining the presence of FL learning problems and how to address them, and directions for further research. 相似文献
59.
Andrew Biemiller Mark Rosenstein Randall Sparks Thomas K. Landauer Peter W. Foltz 《Scientific Studies of Reading》2014,18(2):130-154
Determining word meanings that ought to be taught or introduced is important for educators. A sequence for vocabulary growth can be inferred from many sources, including testing children’s knowledge of word meanings at various ages, predicting from print frequency, or adult-recalled Age of Acquisition. A new approach, Word Maturity, is based on applying Latent Semantic Analysis to patterns of word occurrences in texts used with children. This article reports substantial correlations in the .67 to .74 range between Word Maturity estimates and the ages of acquiring word meanings from two studies of children’s knowledge of word meanings, controlling for homographs. The agreement among these markedly different methods for determining when word meanings are understood opens up new research avenues. In addition, we have found that print frequency is associated with Word Maturity and tested knowledge of word meanings and that understanding concrete meanings required less print frequency exposure than verbally defined meanings. 相似文献
60.
Native language predictors of foreign language proficiency and foreign language aptitude 总被引：1，自引：0，他引：1
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors
of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French,
or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure
of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade.
Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal)
intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are
related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between
L1 and L2 skills, and for speculation that “lower level” skills in phonological processing are important for written language
development and oral proficiency in a FL. 相似文献