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How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading Without Meaning and the

Richard L Sparks1, Julie Luebbers2

  • 11 Mt. St. Joseph University, Cincinnati, OH, USA.

Journal of Learning Disabilities
|April 6, 2017
PubMed
Summary
This summary is machine-generated.

Students with learning disabilities do not necessarily struggle with foreign language (FL) learning. Research indicates that FL learning challenges are not directly linked to learning disabilities, questioning current diagnostic practices.

Keywords:
FL readingFL reading comprehensionforeign language readingsimple view of reading (SVR)

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition
  • Educational Psychology

Background:

  • Conventional wisdom posits a link between learning disabilities and foreign language (FL) learning difficulties.
  • Empirical evidence has not substantiated a direct relationship between FL learning challenges and diagnosed learning disabilities.
  • The Simple View of Reading model categorizes readers into good readers and three types of poor readers (dyslexic, hyperlexic, garden variety) based on decoding and comprehension skills.

Purpose of the Study:

  • To investigate the relationship between learning disabilities and foreign language (FL) learning.
  • To classify high school Spanish learners into reader types based on the Simple View of Reading model.
  • To evaluate the validity of diagnosing FL disabilities prior to FL instruction.

Main Methods:

  • Administered standardized Spanish word decoding and reading comprehension measures to U.S. high school students in first, second, and third-year Spanish courses.
  • Compared FL learners' performance with monolingual Spanish readers from first to eleventh grades.
  • Classified students into reader types (good, dyslexic, hyperlexic, garden variety) using the Simple View of Reading framework.

Main Results:

  • The majority of high school Spanish learners exhibited a hyperlexic reading profile.
  • No participants were classified as good readers until compared against first- and second-grade monolingual Spanish readers.
  • The study challenges the assumption that FL learning difficulties equate to a learning disability.

Conclusions:

  • The findings question the conventional practice of diagnosing foreign language "disabilities" before students begin FL study.
  • Student reading profiles in FL contexts may differ significantly from their native language profiles.
  • Further research is needed to understand the nuances of reading development in second language acquisition.