Interactive Language Intervention

Key Words: Instructional Materials, Language, K-12

Jacqueline Upthegrove

Kent State University

Schneiderman, E. (1995). The effectiveness of an interactive instructional context. American Annals of the Deaf, 140, 8-5.

Summary:

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.

Key Points:

Uploaded by: Jessica Soltesz, Kent State University, Deaf Education Major