The Relationship Between Learning Difficulties in Foreign Language and Math in a Sample of College Students

Authors

  • Frances Prevatt
  • Briley Procter

Abstract

Two hundred four (204) college students who had difficulties in both foreign language and math (FLD/MD), only math difficulties (MD), or only foreign language difficulties (FLD) were studied. Analysis of prevalence of presenting problems indicated that FLD and FLD/MD are relatively uncommon, compared to MD. Comparisons among the three groups revealed that the present sample of FLD students showed a pattern of performance on achievement and processing tests that is consistent with past research, displaying relative deficits (compared to their own performance) on subtests measuring grammar and spelling, long term memory, and visual phonology. However, the mixed group (FLD/MD) was qualitatively different from the FLD group, and was virtually indistinguishable from the MD group. The FLD/MD and MD groups showed verbal IQ greater than performance IQ scores, long-term memory deficits, and difficulties with applied math problems. Between group analyses also showed significant gender differences, with more males being referred forFLD and more females being referred for MD.

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Issue

Vol. 12 No. 2 (2003)

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Articles

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