Language Immersion and the Underperforming Learner

Bialystok, E. (2001). Bilingualism in development: Language, literacy, & c n. Cambridge, UK: Cambridge University Press.

Cloud, N. (1994). Special education needs of second language students Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 243-277). Cambridge: Cambridge University Press.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Avon, England: Multilingual Matters.

Fradd, S. & McGee, P. (1994). Instructional assessment. Readin Addison- Wesley.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gindis, B. (1999). Vygotsky’s vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 6, 333-340.

Gutierrez-Clellen, V. (1999). Language choice in intervention with bilin ildren. American Journal of Speech-Language Pathology, 8, 291 – 302.

Kohnert, K. (forthcoming). Children learning a second language: Proces ills in early sequential bilinguals. Chapter to appear in B. Goldstein (Ed.). al language development: A focus on Spanish-English speakers. Baltimore: Brookes.

Kohnert, K., & Derr, A. (forthcoming). Language intervention with bilingual children. In B. Goldstein (Ed.), Bilingual language development: A focus on Spanish-English speakers. Baltimore: Brookes.

Lavoie, R. (1989). How difficult can this be? The F.A.T. City Workshop. (Video) Washington, D.C.: The Learning Project at WETA.

Lerner, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed). Boston: Hougton Mifflin Company.

Mercer, C.D. (1997). Students with learning disabilities (5th ed.). Upper Saddle River, NJ: Merrill.

Naremore, R. C., & Hopper, R. (1997). Children learning language: A practical introduction to communication development. San Diego: Singular.

Paul, R. (2002). Language disorders from infancy through adolescence: Assessment & intervention (2nd ed.). St. Louis, MO: Mosby.

Raymond, E.B. (2000). Language characteristics. In E.B. Raymond (Ed.), Learner with mild disabilities (pp. 219-249). Needham Heights, MA: Allyn & Bacon.

Siegel, L.S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-479.

Smiley, L. R., & Goldstein, P. A. (1998). Language delays and disorders: From Research to Practice. San Diego: Singular.

Snodgrass, L. (1993). Learning disabilities and theories of foreign lang arning. Rehabilitation Education, 7, 59-65.

Stanovich, K. & Stanovich, P. (1996). Rethinking the concept of learning disabilities: The demise of aptitude/discrepancy achievement. In D.R. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 117-147). Oxford: Blackwell.

Stanovich, K. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 4, 350-361.

Research on Learning Disabilities and Second Language Learners

Immersion Learner

Bernhard, J. K. (1993). The effects of early French immersion programs on the learning disabled: Two positions. Exceptionality Education Canada, 3(4), 1-18.

Bruck, M. (1978). The suitability of early French immersion programs for the language disabled child. Canadian Journal of Education, 3, 51-72.

Bruck, M. (1982). Language impaired children’s performance in an additive bilingual education program. Applied Psycholinguistics, 3, 45-60.

Bruck, M. (1985). Predictors of transfer out of early French immersion programs. Applied Psycholinguistics, 6, 39-61.

Cummins, J. (1979). Should the child who is experiencing difficulties in early immersion be switched to the regular English program? A reinterpretation of Trites’ data. The Canadian Modern Language Review, 36, 139-143.

Cummins, J. (1983). Language proficiency, biliteracy, and French immersion. Canadian Journal of Education, 8, 117-138.

de Courcy, M., Warren, J., & Burston, M. (2002). Children from diverse backgrounds in an immersion programme. Language and Education, 16(2), 112-127.

Genesee, F. (1992). Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25(3), 199-213.

Majhanovich, S. (1993). The mainstreamed environment in Canada: Is there a place in French immersion for learning disabled. Canadian Journal of Special Education, 9(1), 67-72.

Mannavarayan, J. (2002). The French immersion debate: French for all or all for French. Calgary, Alberta, CA: Detselig Enterprises Ltd.

Paradis, J., Crago, M., Rice, M. (2003). French-English bilingual children LI: How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46, 113 – 127.

Trites, R. L. (1976). Children with learning difficulties in primary French immersion. The Canadian Modern Language Review, 33, 193-207.

Trites, R. L. (1986). Learning disabilities and prediction of success in primary French immersion: An overview. Toronto: Ontario Ministry of Education.

Trites, R.L., & Price, M.A. (1977). Learning disabilities found in association with French immersion programming: A cross-validation. Ottawa, ON: University of Ottawa Press.

Wiss, C. A. (1987). Issues in assessment of learning problems in children from French immersion programs: a case study illustration in support of Cummins. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 42 (2), 302-313.

Wiss, C.A. (1988). Learning disabilities: A bar to immersion? Canadian Parents for French (CPF) National Newsletter, 42, Summer, p. 4.

Wiss, C. (1989). Early French immersion programs may not be suitable for every child. The Canadian Modern Language Review, 45(3), 517-529.

Woelber, K. (2003). Determining eligibility of special education services for immersion students with learning disabilities. Unpublished master’s thesis, Hamline University, St. Paul, Minnesota.

English as a Second Language Learner

Kohnert, K. (2002). Picture Naming in Early Sequential Bilinguals: A 1-Y low-up. Journal of Speech, Language, and Hearing Research, 45, 759 – 771.

Kohnert, K. & Bates, E. (2002). Balancing Bilinguals II: Lexical Com ion and Cognitive Processing in Children Learning Spanish and English. J of Speech, Language, and Hearing Research, 45, 347 – 359.

Kohnert, K., Bates, E., Hernandez, A. E. (1999). Balancing Bilinguals: Le emantic production and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 42, 1400-1413.

Maldonado, J. (1994). Bilingual special education: Specific learning disabilities in language and reading. The Journal of Educational Issues of Language Minority Students, 14, 127-148.

Ortiz, A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30, 321-32.

Pucci, S. L., & Ulanoff, S. H. (1998). What Predicts Second Language Re uccess? A Study of Home and School Variables. ITL, Review of Applied Linguistics, 121-122, 1-18.

Traditional Foreign Language Learner

Arnett, K.E. (2001). The accommodation of grade 9 students with learning disabilities in the Applied Core French classroom. Unpublished Master’s thesis: The Ontario Institute for Studies in Education of the University of Toronto.

Downey, D., & Snyder, L. (2002). Curricular accommodations for college ts with language learning disabilities. Topics in Language Disorders, 21, 55 – 67.

Ganschow, L., Sparks, R.L., & Javorsky, J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities, 31, 3, 248-258.

Ganschow, L. & Sparks, R. (2000). Reflections on foreign language study for students with language learning problems: Research, issues and challenges. Dyslexia, 6, 87-100.

Sax Mabbott, A. (1994). An exploration of reading comprehension, oral reading errors, and written errors by subjects labeled learning disabled. Foreign Language Annals, 27 (3), 293-316.

Sax Mabbott, (1994). Students labeled learning disabled and the foreign language requirement: Background and suggestions for teachers. In C. A. Klee, (Ed.), Faces in a crowd: The individual learner in multi-section courses (pp. 325-353). AAUSC: Heinle & Heinle.

Schwarz, R. (1997). Learning disabilities and foreign language lear painful collision. LD Online. Available online: http://www.ldonline.org/ld_indepth/foreign_lang/painful_collision.html

Sparks, R. & Ganschow, L. (1999). Selected references on foreign language learning in relation to at-risk students and students with foreign language learning problems. ADFL Bulletin, 32, 3, 65-70.

Sparks, R., Ganschow, L., Pohlman, J., Skinner, S., & Artzer, M. (1992). The effects of multisensory structured instruction on native language and foreign language aptitude skills of at-risk high-school foreign language learners. Annals of Dyslexia, 42, 25-53.

Sparks, R. & Miller, K. (2000). Teaching a foreign language using multisensory structured language techniques to at-risk learners: A review. Dyslexia, 6, 124-132.I.

On Attrition and Transfer

Bruck, M. (1985). The predictors of switching out of French immersion. Applied Psycholinguistics, 6, 39-61.

Campbell, G. (1992). Transferring from French immersion: A case study of students who leave the French immersion program upon completion of grade six. Unpublished master’s thesis, University of Manitoba, Winnipeg, Manitoba, Canada.

Demers, D. (1994). Learning disabilities and cross-linguistic interference in French immersion: When to transfer, when not to transfer? Learning Disabilities Association of Manitoba (LDAM).

Hayden, R.H.M. (1988). French immersion drop-outs: Perspectives of parents, students and teachers. Reading – Canada – Lecture, 6(4), 222-229.

Keep, L.J. (1993). French immersion attrition: Implications for model building. Unpublished doctoral dissertation, University of Alberta, Edmonton.

Stern, M. (1991). The French immersion transfer process: Investigation of children transferring from the French immersion program into the regular English program. Unpublished doctoral dissertation, University of Toronto, Ontario, Canada.

Instructional Adaptations and Modifications for Learners with Learning Disabilities

Echevarria, J. (1996). The effects of instructional conversations on the language and concept development of Latino student with learning disabilities. The Bilingual Research Journal, 20(2), 339-363.

Garcia, S., & Ortiz, A. (1988). Preventing inappropriate referrals of language minority students to special education.

Geva, E. & Clifton, S. (1994). The development of first and second language reading skills in early French immersion. The Canadian Modern Language Review, 50 (4), 646-667.

Gunderson, L. & Siegel, L.S. (2001). The evils of the use of the IQ test to define learning disabilities in first- and second-language learners. The Reading Teacher, 55 (1), 48-55.

Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Press.

Jordan, A., Lindsay, L., & Stanovich, P. (1997). Classroom teachers’ instructional interactions with students who are exceptional, at-risk, and typically achieving. Remedial and Special Education, 18, 2, 82-93.

Jordan, A. & Stanovich, P. (2001). Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with student self-concept. International Journal of Disability, Development, and Education, 48, 1, 33-52.

Laliberty, E.A. & Berzins, M.E. (2000). Creating opportunities for emerging biliteracy. Primary voices K-6, 8 (4), 11-18.

Poplin, M. & Philipps, L. (1994). Sociocultural aspects of language and literacy: Issues facing educators of students with learning disabilities. Learning Disability Quarterly, 16, 245-255.

Rousseau, N. (1999). A French immersion learning disabilities program: Perspectives of students, their parents, and their teachers. Mosaic, 6, 3, 16-25.

Roy, N. (1997). French immersion support documents and a model for transfer to the English program. Vancouver School Board, British Columbia: Curriculum Publications.

Schmidt, R.J., Rozendal, M.S., & Greenman, G.G. (2002). Reading instruction in the inclusion classroom: Research-based practices. Remedial and Special Education, 23, 3, 130-140.

Sparks, R. & Miller, K. (2000). Teaching a foreign language using multi-sensory structured language techniques to at-risk learners: A review. Dyslexia, 6, 2, 124-132.

Thompson, R.H., Vitale, P.A., & Jewett, J.P. (1984). Teacher-student interaction patterns in mainstreamed classrooms. Remedial and Special Education, 5, 6, 51-61.

Tomilson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomilson, C.A. (2000). Differentiation of instruction in the elementary grades. Eric Document Reproduction Services, ED 443 572.

Tomilson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Verplaetse, L. S. (2000). Mr Wonder-ful: Portrait of a dialogic teacher. In J.K. Hall & L.S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 221-241). Malway, NJ: Lawrence Erlbaum.