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ERIC Number: ED315243
Record Type: RIE
Publication Date: 1989-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
Three Goals for Teachers: Asking Comprehensible Questions of Language Delayed Students.
Luetke-Stahlman, Barbara
This paper discusses ideas for teachers to increase successful comprehension of their questions by language delayed students. Three kinds of questioning techniques are described. Most often used by teachers are "WH-words" (e.g., who, what, how). Noun-verb reversal (e.g., Can you come to the group?) follows in amount of usage. The least used questioning technique is raised intonation (e.g., This one? The pencil?). Failure to respond to any of these question signals does not necessarily mean the student does not know the answer. Question forms often are not adequately coded into sign, and hearing-impaired students may not recognize ordinarily routine strategies signaling questions. Teachers, therefore, should be careful to make question forms comprehensible. A table of "question prompts" provides teachers with alternatives to repeating questions numerous times. Educators can use the prompts to ask questions with brief answers or to encourage discussion. Cognitively challenging questions can be task analyzed by using a four-quadrant language proficiency matrix, in which a line of context intersects with a line of cognition. Classroom teachers often ask context-imbedded, cognitively undemanding questions, while the opposite might be more effective. Teachers should also ask questions at a pace that provides adequate opportunity for students to practice cognitive operations. By setting goals, teachers may be able to help language-impaired children better understand and answer their questions. Four tables and nine references are attached. (TES)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Education and the Changing Rural Community: Anticipating the 21st Century. Proceedings of the 1989 ACRES/NRSSC Symposium. See RC 017 257. Table 1 has small, light type.