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Language Aptitude: Advancing Theory, Testing, Research and Practice

1, 2019

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Exploring L1-L2 Relationships: The Impact of Individual Differences

Sparks, Richard L

1, 2022

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Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners

The Modern language journal (Boulder, Colo.), 2023-06, Vol.107 (2), p.479-508

2023

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High School Spanish Students and Foreign Language Reading Anxiety: Déjà vu All Over Again All Over Again

The Modern language journal (Boulder, Colo.), 2018-09, Vol.102 (3), p.533-556

2018

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Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Language learning, 2013-12, Vol.63 (4), p.870-895

2013

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L2 anxiety and the foreign language reading anxiety scale: Listening to the evidence

Foreign language annals, 2018-12, Vol.51 (4), p.738-762

2018

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Subcomponents of Second-Language Aptitude and Second-Language Proficiency

The Modern language journal (Boulder, Colo.), 2011-06, Vol.95 (2), p.253-273

2011

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Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Language learning, 2012-06, Vol.62 (2), p.473-505

2012

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How does first language achievement impact second language reading anxiety? Exploration of mediator variables

Reading & writing, 2023-12, Vol.36 (10), p.2667-2692

2023

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Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model

The Modern language journal (Boulder, Colo.), 2021, Vol.105 (2), p.507-525

SPARKS, RICHARD L.

2021

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Profiles of more and less successful L2 learners: A cluster analysis study

Learning and individual differences, 2012-08, Vol.22 (4), p.463-472

2012

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Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement

Language teaching research : LTR, 2022-07, p.136216882211043

2022

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Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’

Reading & writing, 2014, Vol.27 (1), p.189-211

2014

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Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills?

Foreign language annals, 2007-05, Vol.40 (2), p.260-287

2007

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Why reading is a challenge for U.S. L2 learners: The impact of cognitive, ecological, and psychological factors in L2 comprehension

Foreign language annals, 2019-12, Vol.52 (4), p.727-743

Sparks, Richard L.

2019

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Myths About Foreign Language Learning and Learning Disabilities

Foreign language annals, 2016-06, Vol.49 (2), p.252-270

Sparks, Richard L.

2016

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Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude: Crosslinguistic transfer of L1 to L2 skills

Foreign language annals, 2019-06, Vol.52 (2), p.255-283

2019

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Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication

Applied psycholinguistics, 2023-11, Vol.44 (6), p.1143-1160

2023

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How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View

Journal of learning disabilities, 2018-03, Vol.51 (2), p.194-208

2018

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Individual Differences in L2 Learning and Long-Term L1-L2 Relationships

Language learning, 2012-09, Vol.62 (s2), p.5-27

Sparks, Richard L.

2012

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The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities

Studies in second language acquisition, 2023-12, Vol.45 (5), p.1345-1369

2023

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Language Deficits in Poor L2 Comprehenders: The Simple View

Foreign language annals, 2015-12, Vol.48 (4), p.635-658

Sparks, Richard L.

2015

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Native Language Predictors of Foreign Language Proficiency and Foreign Language Aptitude

Annals of dyslexia, 2006-06, Vol.56 (1), p.129-160

2006

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Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy

1, 2023

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Individual and longitudinal differences among high and low-achieving, LD, and ADHD L2 learners

Learning and individual differences, 2008, Vol.18 (1), p.29-43

2008

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Language Aptitude: Advancing Theory, Testing, Research and Practice

Exploring L1-L2 Relationships: The Impact of Individual Differences

Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners

High School Spanish Students and Foreign Language Reading Anxiety: Déjà vu All Over Again All Over Again

Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

L2 anxiety and the foreign language reading anxiety scale: Listening to the evidence

Subcomponents of Second-Language Aptitude and Second-Language Proficiency

Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

How does first language achievement impact second language reading anxiety? Exploration of mediator variables

Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model

Profiles of more and less successful L2 learners: A cluster analysis study

Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement

Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’

Is the Foreign Language Classroom Anxiety Scale Measuring Anxiety or Language Skills?

Why reading is a challenge for U.S. L2 learners: The impact of cognitive, ecological, and psychological factors in L2 comprehension

Myths About Foreign Language Learning and Learning Disabilities

Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude: Crosslinguistic transfer of L1 to L2 skills

Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication

How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View

Individual Differences in L2 Learning and Long-Term L1-L2 Relationships

The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities

Language Deficits in Poor L2 Comprehenders: The Simple View

Native Language Predictors of Foreign Language Proficiency and Foreign Language Aptitude

Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy

Individual and longitudinal differences among high and low-achieving, LD, and ADHD L2 learners

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