A Screening Instrument for the Identification of Foreign Language Learning Problems

Authors describe a self‐scoring screening instrument designed to predict college students' risk for success or failure in foreign language classes. The instrument's questions, based on the authors' experiences with students with learning disabilities, focus on students' foreign language backgrounds, developmental and academic learning histories, and tests and classroom learning characteristics. Results of research studies conducted with the instrument and implications of these findings for foreign language instructors are presented.