Interactive Language Intervention
Key Words: Instructional Materials, Language, K-12
Schneiderman, E. (1995). The effectiveness of an interactive instructional
context. American Annals of the Deaf, 140, 8-5.
Kent State University
This article discusses the effects an interactive language intervention had on a
group of deaf and hard of hearing sixth and seventh graders. The researchers based their
study on the social-interaction perspective of language development. This theory is
based on the idea that children learn language better when it is presented to them on a
communicative level rather than a structure and form approach.
The students that were randomly chosen for the intervention participated in the
Picture-Toy Matching Game. The researcher played this game on a one-to-one basis
with each child. In this two person game, one person looks at a photograph of toys
arranged in a certain way. That person then has to explain the arrangement, in written
form, to the second person. That second person has the actual toys in front of him. He
has to arrange them the same way as the picture using only the first person's written
description. If the first person is not satisfied that the arrangement matches the picture,
then he can change his written description and continue changing it until the second
person understands. It is important that the first person use Noun + Verb + Where
sentences or the second person will not understand him. The two participants then take
turns writing and arranging.
The study found that, after twelve thirty-minute sessions of this game, the
experimental group wrote more structurally correct sentences than the control group who
was given work sheets on a weekly basis.
- Students came to view writing as a form of communication, not just a task
their teachers required of them.
- Students began to take responsibility for whether or not they were clear in
Uploaded by: Jessica Soltesz, Kent State University, Deaf Education Major