Four stimulating, interactive card games teach students how to form questions and which type of question to ask to get specific information.
- Transform simple statements into wh- questions
- Confidently ask pertinent questions in the classroom
Games like Match and Ask, Question Pairs, Making a Statement, and Question Challenge give students several ways to practice asking relevant questions. As their confidence increases, they'll find it easier to ask pertinent questions outside the therapy room.
The games consist of a:
- 75-card deck of illustrated Item Cards
- 50-card deck of Question Cards
Each of the illustrated Item Cards depicts a situation and has a sentence that can be transformed into a who, what, when, where, or why question (e.g., Dad likes to sit at the kitchen table.). Each Item Card also has prompts to formulate two wh- question forms (e.g., Where does Dad like to sit? Who likes to sit at the kitchen table?). An answer key on the back of each card lists appropriate questions for the illustration. The Question Cards are divided into Who, What, Where, When, and Why and are used for strategizing in the games.
The Item Cards have other therapy uses—use them for straightforward instruction, practice of language skills, or incorporate them into other games.
Copyright © 2004
- Grammar, discourse structure, and metalinguistics are all connected to reading/writing achievement and are required for text comprehension (ASHA, 2001).
- Children with expressive language disorders frequently have problems developing literacy skills and require specific instruction to acquire reading and writing skills (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).
- Wh- questioning and responding is a heavily relied on method of teaching and learning that affects the child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
Question Card Games incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved March 9, 2009 from www.asha.org/policy
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.