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Comparison of verbal Scholastic Aptitude Test (SAT) and California Achievement Test (CAT) scores of high school students who had or had not taken at least one year of foreign language study supported the conclusion that length of foreign language study was positively related to high SAT verbal scores.
Foreign language study and SAT-verbal scores. Modern Language Journal, 71(4), 381-387. from ERIC database.
Cooper, T. C. (1987).
Students in the eleventh grade in three Montgomery County, Maryland high schools were the subjects of a study to determine the effect of foreign language study on performance on the verbal section of the Scholastic Aptitude Test (SAT). The following results were reported: (1) when verbal ability is controlled, students who study foreign language for longer periods of time will do better on various SAT sub-tests and on the SAT-Verbal as a whole than students who have studied less foreign language; (2) having studied two foreign languages has no significant effect on SAT scores or on scores on the Test of Academic Progress (TAP); (3) language studied has no differential effect on SAT or TAP scores; and (4) there is some evidence that higher grades in foreign language study will increase the effect of this study on SAT scores (particularly the reading and vocabulary sub-scores). In conclusion, it appears that the effect of foreign language study makes itself felt more in the area of vocabulary development than it does in that of English structure use.
The effect of foreign language study in high school on verbal ability as measured by the scholastic aptitude test-verbal. final report. U.S.; District of Columbia, from ERIC database
Eddy, P. A. (1981).
Analysis of the American College Test (ACT) scores of 17,451 students applying for college admission between 1981 and 1985 found that high school students who studied a foreign language consistently scored higher on ACT English and mathematics components than did students who did not study a foreign language in high school.
The relation between high school study of foreign languages and ACT English and mathematics performance. ADFL Bulletin, 23(3), from ERIC database.
Olsen, S.A., Brown, L.K. (1992).
School records of 7,460 students at Southern Illinois University at Carbondalewere analyzed to assess the extent to which foreign language study correlates with ACT scores. Students were selected on the basis of having ACT scores on file and having answered survey questions about their previous foreign language study. To control for intelligence, students were divided into a "more gifted" group (GPA of 3.0 or higher, college preparatory program, top quarter of their class) and a lower group not meeting the stated requirements. The authors explain that the more gifted students were more likely to take foreign languages, but that for each group, years of study led to improved composite ACT scores, with the highest effect on scores in the English subsection of the test.
The effect of foreign language study on ACT scores. ADFL Bulletin, 11(2), 10-11.
Timpe, E. (1979).