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SPARC® for Questions
Ages: 4-10   Grades: PreK-5

Scripted stimuli combines with spontaneous interaction in an easy-to-use guessing game.  Students master the tricky rules of question-asking in a fun format! 

Outcomes

  • Ask wh- questions and questions with interrogative reversals
  • Increase participation in conversations
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#31164
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#32164
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*The CD contains the complete book.  All pages are printable.
** This is an eBook that can be downloaded and installed on your computer immediately after purchase.
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Busy clinicians rely on the SPARC series for:

  • convenience and portability
  • lots of pictures
  • plenty of practice opportunities
  • use for a variety of therapy goals
  • no student reading requirements 

Ten units teach students to use singular and plural pronouns and verb forms in their questions.  Each of the units focuses on these skill areas:

  • wh- interrogatives: what, who, where, when, how, why, which
  • interrogative reversals: is/are, was/were, has/have/had, does/do/did, could/should/would, will
  • subject-verb agreement in questions
  • pronoun usage in questions

The lessons are interactive.  A student chooses a picture on a page without revealing his picture choice.  The student then asks the Lead Question(s).  Scripted stimuli prompt other students in the group to formulate Guess Questions until the picture choice is apparent.  The Lead Questions and the Guess Questions give them practice in each of the four question skill areas listed above.   

Alternative Activities in each lesson supply an abundance of stimuli for goals in receptive and expressive language, vocabulary, reasoning, making predictions, and auditory recall.   

 

Copyright © 1998

Components
173 pages, pretest/posttest
  • Questioning is the core of critical reflection.  It prompts students to engage in a research process that fosters higher-order thinking skills (Daniel et al., 2005).
  • Oral language development has a direct bearing on reading achievement and success in school (Catts, Fey, & Tomblin, 2002).
  • Students should understand specific grammar structures before they are asked to use them in speech (Taylor-Goh, 2005).
  • Both comprehension and production should be considered in all areas of grammar.  Particular attention should be paid to syntactic movement, especially wh- questions (Taylor-Goh, 2005).
  • Graphic and semantic organizers, question generation, and summarization are three strategies that have a firm scientific basis for improving comprehension (NRP, 2000).

SPARC for Questions incorporates these principles and is also based on expert professional practice.

References

Catts, H.W., Fey, M.E., & Tomblin, J.B. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.

Daniel, M.F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils ages 10 to 12 years. Communication Education, 54(4), 334-354.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved on November 20, 2009, from www.readingrockets.org/research/federal

Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.

Author(s)

Carolyn C. Wilson, Valerie Johnston

Biography

Carolyn C. Wilson, M.S., CCC-SLP, is a speech-language pathologist who maintains a private practice in Fort Worth, Texas.  She specializes in the evaluation and treatment of children and adolescents who have language and learning disabilities.  Her professional background includes elementary and secondary schools and university settings.  SPARC for Questions is her ninth publication with LinguiSystems.

Valerie Johnston, M.S., CCC-SLP, has been a speech-language pathologist for over 23 years.  She has maintained a private practice for more than 16 years and previously worked for the Fort Worth public schools and served as a part-time instructor and clinical supervisor in the area of fluency at Texas Christian University.  She has special interest in working with clients of all ages who stutter and the preschool and birth to three populations.  SPARC for Questions is her first publication with LinguiSystems.

Introduction

Purposes and Uses
The lessons give students opportunities for ample practice in asking various types of questions because it is fun to play the game.  Students practice both wh- interrogatives and interrogative-reversals.  The format allows you to adjust the question type to suit the needs of students.  At the same time, there is student spontaneity because the students choose the pictures.  In addition to the Question section, each instructional page of this book has a section of Alternative Activities for language development.  These activities expand the lessons to provide opportunities to improve students auditory attention, grammar and syntax, categorization, and problem-solving abilities.

Intended Users and Settings
These lessons are appropriate for students in preschool through grade 4 (ages 4-10) who have language impairments.  They can be used in small group settings and can be adapted for use in large groups or with individuals.  They may also be used with older students who have severe language impairments or normally developing students who need practice in oral expression.

Description
In SPARC for Questions, there are 10 units divided into singular and plural sections.  This feature enables students to practice using both singular and plural pronouns and verb forms in their questions.

Combine SPARC for Questions with your professional expertise and the lively participation of your students.  The result will be effective, enjoyable learning for your students.

Carolyn and Valerie