Sparks R L, Ganschow L, Artzer M, Patton J
College of Mount St. Joseph, Cincinnati, OH 45233, USA.
J Learn Disabil. 1997 Jan-Feb;30(1):92-8. doi: 10.1177/002221949703000108.
In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not "catch up" with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.
在这项跟踪研究中，那些有学习外语困难风险的学生采用多感官、结构化的西班牙语教学方法，在两年内，他们在三项母语语音/正字法测试以及一项外语能力测试中取得了显著进步。尽管有进步，但在这些测试中，有风险的学生并没有“赶上”没有风险的学生。在外语熟练程度测试中发现了组间的定性差异。
