ed 347 730 ec 301 341 title technology for english ... · title technology for english...
TRANSCRIPT
DOCUEENT RESUME
ED 347 730 EC 301 341
TITLE Technology for English Communication Skills for DeafStudents (TECSD) Project. Final Report.
INSTITUTION New Technology Research Center, Menlo Park, CA.
SPONS AGENCY Special Education Programs (ED/OSERS), Washington,DC.
PUB DATE 21 Jun 91NOTE 119p.; Por a conference paper on this project, see ED
321 440 or Appendix 1 of EC 301 341. (Question Gamediscs 1 and 2 for Macintosh Computers accompaniedoriginal document but are not included here).
AVAILABLE FROM New Technology Research Center, 360 Ringwood Ave.,Menlo Park, CA 94025.
PUB TYPE Reports - Descriptive (141)
EDRS PRICE MF01/PC05 Plus Postage.DFSCRIPTORS Communication Skills; *Computer Assisted Instruction;
*Deafness; *Educational Games; EducationalTechnology; Elementary Secondary Education; Grammar;Instructional Effectiveness; *Language Acquisition;Language Skills; Microcomputers; *Syntax
IDENTIFIERS *Wh Questions; *Yes No Questions
ABSTRACTBuilding on the visual orientation of individuals
with deafness, and employing such techniques as visualization anddirectionality, a computer-based method of communicating syntacticknowledge to deaf students was designed. "The Question Game" wasdesigned to model and help students build yes-no questions and WHquestions (who, what, when, where). The system utilizes the highresolution graphics capability of the Macintosh computer to achievevisual effects essential to the instructional approach. Written andgraphic corrective feedback respond specifically to each error thatelementary and junior high-school students make in building Englishquestions, and enable thtm to correct their misunderstandings. Thesystem provides accompanying pictures to aid comprehension andmultiple opportunities to practice and to receive immediate visualfeedback. A multiple-choice test, constructed to measure the system'sefficiency in teaching 15 students at the 4th/5th or 7th/Sth grade
levels to recognize correct grammatical structures, showedsubstantial and rapid improvement, though a test eliciting actualsentence production indicated no significant gains. This final reportdescribes the project objectives, chronology of activities in designand development of materials, and reporting and disseminationactivities. Appendixes present a conference paper titled "A ComputerApproach to Teaching English Syntax to Deaf Students" by Nancy S.Fogel, and copies of the pre-test and post-test developed for theproject. The final report is also accompanied by a teacher's guide to"The Question Game." (17 references) (JDD)
************************************************************************ Reproductions supplied by EDRS are the best that cam ,,,e made *
a from the original document. *
***********************************************************************
New Technology Research Center
WS DEPANTIMENT OP EDUCATIONOffice ot Educational Reateith end Improvement
Tam
E TIMAL RESOURCES INFC,SAATIONCENTER (ERIC}
document has Peen ntproducer asreceived hurn the Person or onientr,tionoriginating K
0 /knot changes tune been made to improvereproduction rtuahty
pcunts or view or opinions stated in thedocu-ment Po nOt necessarily represent "curlCIER. position or Codas,'
Final Report
of the
Technology forEnglish Communication Skillsfor Deaf Students(TECSD) Project
21 Jwie 1991
Acknowledgement:
Development of the project, Technology for English CommunicationSkills for the Deaf(7EaD), was supponed by a grant to the NewTechnology Research Center from the Off= of Special EducationPrograms of the U.S. Demerara of Edkvation. Funding of 100% of theproject costs, in elm amokukt of $154,943, was provided unda Program#84.180, Project #11180P90014.
360 Ringwood AvenueMenlo Park, CA 94025(415) 322-4313
BEST COP AMBLE
Final Report
of the
Technology forEnglish Communication Skillsfor Deaf Students(TECSD) Project
21 June 1991
Acknowledgement:
Development of the project, Technology pr English ConvnwilcationSkills for the Dee (TEM), was summed by a grant to the NewTechmlogy Research Center from the Office of Special EducationRom= of the U.S. Department of Education. Funding of WO% of theproject costs, in the amount of $154,943, was provided t:nder Program04.180, Project #11180P90014.
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TABLE OF CONTENTS
kag{
I. Absnact ii
IL Introduction: A Desaiption of the Research Problem 1
III. Project Objectives 2
IV. Cluonology of Activitia: Methodological Approach 3
1. Design 4
2. Development of Treatment Materials 4
a. Sections 5
b. Modeling and Buikling Yes-No Questions 6
c. Modeling and Building WH-Questions 10
d. Error Fftdback and Record Keeping 16
3. The Question Game Study: Building WH and Yes-No Questions 19
a. Sam* 19
b. Methodology and Test Construction 19
c. Results 21
d. Summary 30
V. Reporting and Disseminatim 31
VI. Statement of Accomplishments 33
VII. Statement of Project Findings and Conclusions 34
VIM References 36
IX. Appendixes
1. AERA presentation/ ERIC publication: "A Computer Approach to Teaching English
Syntax Skills Deaf Students* 37
2. The Question Game: Record Keeping and Error Checldng 38
3. Tests developed for dw TECSD Project: Pre-and Post-tests on Wh-questions 39
List of Figures
figitte No, Pau
1.
2a.
2b.
Tiansfonnation of a Sentence (with the BE verb) to a Yiti-No Question
Transformation of a Sentence to a Yes-No Question with the DOES auxiliary
Transformation of a Sentence a) a Yes-No Question with the DOES auxiliary
8
9
3. Creating a Picture-Sento= 11
4a. Building a Wil-Qmstion 12
4b. Building a WH-Question 13
5. Finding the Answer in the WHO and WHEN Games 14
6. Finding the Answer in the WHERE and WHAT Games 15
7a. Visual and Textual Corrective Feediadr. 17
7b. Visual and Textual Convictive Feedback. 18
8. Gimp A: Means for Tests 1, 2, ond 3 23
9. Group B: Means fox Tests 1, 2, and 3 25
List of Tables
Table No, ft=1. Types of Errors Used as Disnactors in Part 1 of the Tests 21
2. Group A: Means for Tests 1, 2, and 3 22
3. Group A: T-Tests Comparing Means of Part 1 of Tests 1, 2, and 3 23
4. Group B: Means for Tests 1, 2, and 3 24
5. Group B: T-Tests Comparing Means of Part 1 of Tests 1, 2, and 3 25
6. Index of Difficulty for Question Types 27
7. Difficulty of Er= Categories, Part 1 of the Tests 28
8. Difficulty of Erns Categories, Part 2 of the Tests 29
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effects and &aback which had proved nxist successful in teaching yes-no questions in
phase one, we expanded the content to =re difficult structures,wh-qmstions, in phaw two
(TF.CSD). At the same time we turrwd our atkntion toward a diffaent student populatkm
elementary and junior high soda:its to ascertain whether even more difficult Ueatment materials
would be effective in a *teaching* mock with a younger population,tadwr than the "remediation*
mode with older students in phase mie. The third phase (rECSD-NET), which would have
investigakd die unexplored kmitory of using netwcats and animation to teach Wish structures
most difficult for deaf students, has not yet been fimded.
Methodological Approach
The research plan for the TECSD Project was an iterative and multi-Oase proms which
include& ccinsultation with experts; design and development ofmaterials; testing, analysis, and
revisice; and dissemination. The soundness of this process was appatent as the poject direCtOry
Nancy S. Fogel, re-evaluated the plan when she joined NTRC to (=duct the TECSD Project. In
updating a recent literattne search (Fogel, 1989) with the results of recent studies and the
techncgogical advances which occured between proposal submission and funding, the needs fix
several ievisimis of the specific canton of the proposed curriculum and of the program anthitecture
were indicated. In pi= of MiwApp, the prMotyping environment we had used, we suengthened
the TECSD program by using the ThinicC environment and the "C * language. This change
provided the engineering staff with greater coatt4 of the graphics routines, which are critical to
the effectiveness of these materials, aixl aho resulted in a mcse compact version of the program
important to aicl-users and thetefixe publishers. In additim we investigated linguistically
controlled texts and tecent revisions to the curricula of several programsfor deaf students ta update
the proposed content of the software to be developed. We also took into considetation the results
of pievious studies of deaf students' language acquisition (Fogel, 1990) and CALL (Computer
Assisted Language Learning) to refine Jw Yes-No section.
When reading the description of the instructional materials, we ask the reader to keep in
mind that many of the very tedmiques that make the computer so useful in the pesentation of
materials for the deaf cannot, of course, be captured in a pinted teport The difficulty of
presenting The Question Game in a written report is as =vies a problem as capturing the essence
of ASL in linear English text. Iliewfixe, we encourar raiders of this report to review the
accompanying disks of The Question Game if they wish ta familiarize themselves with the
technives and materials that wete developed.
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Board, developed the curriculum and instructional =ens, presented the plans to teacIwn at the
participating sites, incorporated their feerback into raw desi.gn, tested the revised mataials, and
repeated the ptocess with the next part of the Question Game.
Sections
The Question Game is divided into three sections: Macintosh Instructions, the Yes-No
Game and the WH-Game. The Macintosh Instructions ale composed of a series of interactive
screens to enable the novice to use the computer and the Question Game with facility. These
instructions, obligatory for first-time usen, stow students how to click and move the mouse, and
how to click the GO, ERASE, and QUIT buttons to navigate through tlw Question Game . Once
the program luis recorded the unique name of the student, the Mac Instructions are optional.
Tiw Yes-No Game is composed of sewn parts, which provide multiple opportunities to
build yes-no questions with single and plural subjects, as wdl as present and past taw verbs.
Each part contzins three to ten structures of increaft length and documented difficulty fa. tlw
Deaf (Quigley, 1978)-Part 1: BE as a main vab
Part 2: BE as an auxiliary with tegular verbs
Part 3: Regular verbs with the DOES auxiliary
Part 4: Regular verbs with the DO auxiliary
Review 1: Regular verbs with the auxiliaries, DOES and DO
Part 5: Regular verbs with the DID auxiliary
Review 2: Regular verbs with the auxiliaries, DOES, DO, and DID
The WH-Game is Lomposal of four sections: WHO, WHEN, WHERE, and WHAT.
Each section has two to three parts with opporumities to build wh-questions with single and plural
subjects, present and past tense verbs, and regular and irregular verbs. In each part, the questions
to be built are increased in length anddifficulty as the studait myesses.
WHO
Part 1: BE as a main verb
Part 2: BE As an auxiliary with regula, and irregular verbs
Part 3: Regular and irregular verbs with the aixiliaries, DOES, DO, and DID
WHEN1
Part 1: BE as a main vab
Part 2: BE as a main vab with longer structures
Because of time cuasentints, DOES, DO, aud DID wire oat devekved with the inturogative WHEN
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ilia'")1' all ellalii)*-
Lily and Mary ere riding tricycles at the circus this afternoon.
The helping verb moues to the front. Here is the English question.
Lily and Mary riding tricycles at the circus this afternoon. fire thy and Mary riding tricycles at the circus this afternoon?
QUIT 60 QUIT 60
Figure 1. Tivnsformation of a Sentence (with the BE verb) to a Yes-No Question 1 al
30
ore ma on am as MI NIB IS NI au tar on au um sat on sin
1 / Watch the sentence cheese to n question.
Fide pings chess in the kitchen euerg Monday.
Watch the sentence change te a question.
Fide Magi chess In the kitchen euery Morning.
1 Ls
We cis the sentence chair to a question.
Fide pIa41 chess in the kitchen euerg Monday.
Hull
QUIT
Watch the sentence change to a question.
doe Wok)
Fldo chess in the kitchen every Monday.
Figum 2a. Transformation of a Sentaxe to a Yes-No Question with the DOES auxiliary
1
3 / The helping nett mopes to the front.
mg verb moues to the front.
Fido ping chess In the kitchen euerg Monday.
a
QUIT
4 Nero Is the English question.
Ado ploy chess In the kitchen every Monday. Does Ado Wag chess In the kitchen every Monday?
QUIT GO
Rgure 2b. Tnunfonnation of a Salience to a Yes-No Questim with the DOES auxiliary
itt_t_ 4'
II
I 6 11 P. .
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QUIT
13-7
In the pert
to saw!
te the (Is
Where did Use welt?
GO
12/ Clioose pock.
QUIT
Here is go.ir sentence:Use walked In the pork.
Click GO to build gour mon goes
50
Ion.
QUIT
2
GO QUIT
Figure 3. Orating a licture-SentenceCOPY AV
GO
4rtt.4. 1.7i-!
gill 11111 IIIII Ill. fill III/ lila Ill/ tali III, gill sin ills am is
3
IL_ the ghostet the window
Next, we choose the helping oath.
00
t ft Figure 4a. Building a WH-Question
454101d ' 4. .
47"'".1111111 11111 1111 1111 11111 11111 1111. all 11111 111111
The answer to sour question is:The ghost likes the witch et the window.
cri041.
do
I
I.
Now, it is sour turn.Click GO to choose words for sour own question.
Build an eerie mewlt
What does the ghost like et the window 7
Figure 4b. Builimg a WH-Questim
MN OM MI ON OM MI NM OM MI di OM MI MI MI
The tomer to goer question hcMark Is stens bike IR the
_4177.1,ont
in the perk
who
IWho is riding a bike in the park 7
QUIT
1.
_I4 au Mina
ere
MIN in the perk
ride
The answer to your question is:The field trip to the zoo was In September.
GO
Who is riding a bike in the park 7
OOIT GO
were
when
in AprilMg fielci IM
to the :::ot)
werert. 1
whenin April
the /Iola trio
in September
When was the field trip to the zoo 7 When was the field trip to the zoo 7
QUIT Ein QUIT
Figure 5. Finding the Answer in the WHO and WHEN Games
GO
ata
Co
15
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Nem g
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Clk1 GO to try agates.
Trio
Ise Mode
lot slates Jill
velie st
+yell
*MOM.
*4
.01.1
Use *nig one wh-suerd.Mice skates on stage every Saturday III 7
QUIT GO
Click GO to trg again.
iz
skiing at Tahoe
at Aspen
ilw do where
POtai. Mike
when,
Aspen
TAHOE
ASPEN
Use wig one "Wm"111 Ice skates on siege every Saturday )1<7
QUIT GO
M ke where
zki+
at Tehoe at Aspen
skIIngoos4
7 AsPEN
Use °Sid," tho simple form of the verb.Where does Mike III?
QUIT
.(
GO
Use "skis with °does.'Where does !like skiX
fiLl PT
Figure 7a. Visual and Textual Corrective Feedback
GO
00
ea as mu so es sr EN as no um an us me ow ow um nip
click GO to trg again.
ifWgim:;:e& _tama
La
aaa
ika Freaustice
I
31113II JODI rs rs
rut the verb, "is,* in goer question.When the Science Fair in San Frwcisco ?
GMT
4AN FES MAR
PPR MAY JIII
SEP
OCT RCN ORA
GO
Jr__1- 17- tr f gjEgiillea
111.01111 Tel NAisha
ill is
Begin goer question with the helping verb, 'did.'Dad and Beth played baseball at school yesterday 7
Put the helping vett after the wh-werd.What the camel sae near the ceiling ?
Ilse only 'eat'Old Beth wItk bagels in the cafeteria yesterday 7
Figwe7b. Visual and Textual Corrective FeedbackBESTcOPYAVAILABLE
.4L.'
3. The Question Game Study: Building WH and Yes-No Questions
'Die CAI treatment, The Questimt Game , was composed of 17 lesscms which could be
completed by an average subject in apptoximately five to six class perktds (4 hours) Studtmts
proceeded through The Question Game individually; the learner controlled the pace.
Santpk
The teaching materials were evaluated thmugh their use by two groups of students in a
School for the Deaf. Group A consisted of 8 students (2 mak, 6 kande) at the 7thitith grade level;
Group B, at the 4t1V5th grade level, was composed of 9 students (5 male, 4 female). Because one
of the famak students in Group A clid not take the final evaluation test, none of her test scores are
included in the statistics involving comparism of repeated measues. Evidently by oversight, a
female student in Goup B failed to complete the second part of an essential evaluatirm test (Part LI
of Test 2, tiee below). Thus, none of lax test saxes could be included in we/post treatment
comparisons involving mean scores on Part II of the test. For some of the statistics ccmcerning the
evaluation of the materials, the total number of sturksts involved is therefore only 15 (Group A =
7, Group B = 8, Maks 7, Females 8). Although at a ',tiger grade level, Group A was evidently at
a somewhat lower English profwietwy level than Group B, as is shown by tlatir pre-tat
performance (see below).
Methodology and Test Construction
Eyaluitkalladm- The original plan for evaluating the materials had called for a two phase
intervention in which the students using the materials would be paired off on thebasis of reading
saxes and pretest results to form two groups, each of which were to be used alternately as
experinamtal and contni groups. The first group was to receive the training while the second
group was to be exposed at a placebo treatnamt. After administration of the final post-Wst, the
treatments wete ta be reversed: placebo treatment for the first group and training for the second
wow before the adminianttion of a second and fmal pos-test.
Unfortunatity, the relatively small number of subjects available fir evaluation, as well as
administrative difficulties involved in splitting the students into paired groupsfor treatment
purposes, made it impossible to follow through with this design. Fortunately, a similarly designed
project and experiment utilized for the evaluatioo of the materials dealing with Yes and No
Questions had already dettrnstrated that with the type of students, materials, and tests involved in
the projected evaluation, the chames for improvemsmt in test scores being influenced by test
learning andkr Hawthorne effects axe pactically ail (Fogel, 1990). It was therefore decided to
base the evaluation of the material on a simple ine- and posa-test design involving both groups.
Since tim treatment consisted of the administration of a shortenedversion of dm previously
19
devekrped inateial dealinq with Yes/No Questions, as well as the presentation of the newly
constmcted Wh- Question favgram, one version of the post test was intapolated between the
YesiNo Question and the new Wh- Question trestmat in orckr to deks.mim to what extent trw
Yes/No Qmstion treatment contributed to the learning of the Wh-Questions.
legazatiol Three tests (see Amendix 3) were utilized in the evaluation: a pre-test(Test 1), arKI two post-tests (Test 2 awl Test 3) which were administered after the presentation of
tlw Yes/No Question materials (Test 2), and after teaching the newly designed Wh- Quation
pognun (Test 3). Tests 1, 2, and 3 were basically identical, insofar as all tests used the same
fixmat and the sanw grammatical structures and distraction type& With one minor exception (see
below) they vvere diffuentiated only by the vocabulary (rwuns, verbs, adverbs) used in dm test
items, and by some variation in the sequence of item pesentation.
Each test consisted of two parts (Part I, Part 11). Part 1, which was designed to test
recognition rattler than production, was composed of 25 multiple choke item; each presentd a
=act Wh- question and duce incorrect distractors. Of the 25 item, seven involved Who, eight
dealt with What, six with Where, and four with Mien. The reilabilities of Part I of Tests 1, 2, 3
(as expressed by the coefficient Cronbach's alplua) were 0.44, 0.73, and 0.64. These coefficients
are certainly high enough to guarantee reliable measurement for purposes of group comparisons.
The relativdy lower reliability fcr Test 1 can be explained by the fact that rime slight modifications
were made for Tests 2 and 3; four items in Test 1 whkh had bear answered =redly by allstudents were reworked. In Tests 2 and 3 time items were made slightly more difficult by the
inclusion of pattenas involving adverbial placement. It should also be noted that Tests 2 and 3
being slightly nue difficult than Test 1 would, of course, tend to diminish rather than increase
pins made frorn Test 1 to Teas 2 and 3 as a result of treatment (see 3a below ).
Part II, which was designed to evaluate mural production, involved prestmtation of two
short prose passages. Each was followed by the instruction to complete five mwstions relating to
the passage. For each question the choice of Wh-word was wecified. Thus, Part LI consisted of
the production of ter Wh- questions (three VTho, three What, two Wiwn, and two Where). Tlx
mliability of Part II for tlw three consecutive test administrations was 0.68, 0.78, 0.85 (eipressed
as Kuckr-Richardson split half reliability calculated on the basis of Spearman rank conelations).
fusthuna Since in the wilier experiment dealing with Yes/No questions the
observation of error patterns had proven to be of interest, an error analysis scheme to be used in
the evaluation of test results was built into the construction of Part I of the test in such a way that
each of the 75 distractors used (3 in each of 25 items) contained only one specific grammatical
ernx. The distaktors utilized wee based on the experience gained from the evaluatim of the test
used= tbe Yes/No Question esperinmot (Fogel, 1990 & 1989) and particularly on the error types
20
identified by Quigley in his fundamental work =caning the syntactical problems typical of Deaf
usage (Quigley, 1978). The categories utilized, as well as the frequency of their utilization in Part I
of the test, are shown on Table L
Table 1. Types of Ernrs Used as Distractors in Part 1 of the Tests
Type of Error s Used as Distractor Frequency of Use ofeach Type of Erwr
Wad Orderla Wh wad embedded 6lb Wh - word at end 5ic Subkct / main verb reversed 5id Object / main verb reversed 4le Subject / auxiliary reversed 5if Place / time advabials reversed 5*
2. Verb Fa.ms
2a Present fix past cm past for 6 ''' '". 1 5(is / WU, are / wae, do, . - / did)
2b Singular for plural or plural for singular 5(is / are, was / were, dot does, walk / walks)
2c Wrong auxiliary (do fir be or be for do) 62d Simple /-ing form, simple Ped form, 6
simple /-s form, -al / -ing form (or reverse)
3. Repeated "be, main verb or auxiliary 5
4 Noun "copying"
5. Omissions
5a Main verb omitted5b Auxiliary omitted
5b1 Simple omission5b2 Omission + overmarked main verb
3
62
6. Added auxiliary (do or be) / Superfluous auxiliag
* Not utilized in test 1
Results
Part 1 (Multiple choice test), Part I of the test was evaluated by error counts of individual
gudent teas. (Because the 25 items of the test were all of the multiple choice type, the possible
range of scats was from ) to 25). Mean scores achieved by Gnwp A are down on Table 2 and
visually compared on Figure 8. Table 3 slums dm significance of differences between the man
21
Table 2. Group A: Means for Tests 1, 2, and 3
Means
12 s Toot 2Std. Elev.: Std. Errors Variances Coe. Var.: Count:
1 3.83 11.447 14.667 126.594 17
Minimums Maximums Ranges Sums Sum Squared: # NI s
1 11 135 1 263 o
13 1 ?GAM 3r141 ltd. Dev.s ltd. Irror Varisiget 1 Var.A C9unt:
2.3 1 1.952 1.738 3.81 91.084 17 1
lames Sums ihm: Squared: # /dewing:
1 5 5 I 15 t 55 0 I
scores of Tests 1, 2, and 3. It is obvious that the administration of the Yes/No mmerialg, as well
as that of the Wh- questions, resulted in a significant drop in the number of arms committed by
the students. The effect of the entire training (Yes/No plus Wh-questions) is especially
imiressive: the mean chops from 7 to 2.14. While with a very small number of subjects, results
shown by dm use of a mum& statistic like the mean must be intespreted cautiously, axifidence
in the results is reinforced by the fact that all of the students of Gmup A had their knvest error
scores in the administraftaa of Test 3.
22
10
9
8
7
6
5
4
3
2
0
One Standani Devistion Brat Bars
oo
ooi
anIti
Teat 1 Teat 2 Test 3
Figure 8, Gnaup A: Means for tests 1,2 and 3
Table 3. Group A: T-Test Comparing Mans of Part 1 of Tests 1, 2, and 3
Paired t-Teet X : Text 2, s Test 31 1
Mean X - Yt Paired t wive: Prob. (2-tail):
1
I 2.957 3.447 1 .0137
NIL
Paired t-Tost X : Test 1, T Test 31 1
DF Nem I - Ys Paired t value: Prob. (2-tall):
-I 12.021 1.00008-4
23
Results of the administration of Pan I of the test for Group B are shown cm Table 4 and
visually presented on Figure 9. The pattern of successive knvering of means of COCKS is the mune
Table 4. Group B: Mtmns for Tests 1, 2, and 3
Xi s Test
5.222 1.996 .662
Mirdanmas Maximums es Sum emu Squareds 0 Kissing:
.1
*4_ ! V
3.944 30.031
Items
12 Test 2
Std. Day.: Std. Errors Variances Coef. Var.: COUnt
4.222 12.539 1.946 I 6.444 I_ 60.125
Minimum Maximums Ranges Sum: Sum Squared: I Mooing:
I39 j 212 0
13 $ Test 3row.: Rts4. Irr2E%yariances spat Van,
3.333 2.693 1.999 I 7 .25 [90.777Coma k
Minimums Maximums Range: Sums Om Squared: I Hipping:
I9 1 9 I 30 1 159 1 01
24
Figure 9. Group B: Means for tests 1,2 and 3
as kr Group A. The main differences are that Group B starts with a relatively lower (i.e. better)
score than Group A, and that lowering of error scores from Test 1 to Test 2 and Test 2 to Tat 3
does not teach significance levels. However tbe crucial differesres between Test 1 and Ttt 3
(moms of 5.22 and 3.33), in other words the effect of the administration of the whole set of
materials, is again significant (Table 5). The munber of students (8 out of 9) taking part in this
loweting of arms reinforces again the confidence in this statistic
Table 5. Group B: T-Tests Comparing Means of Part 1 of Tests 1,2, and 3
Paired t-Test s Test 1, T s Test 21 1
Paired t values PrOb. (2-tall):
1.414 .195
DP's
Paired t-Test Test 2, Y s Test 31 1
Mean X - Ys Paired t values Praia. (2-tall):
1
9 1. I .3466
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Table 6. Index of Difficulty for OJ3estion Types
whowhatvet=when
Part 1*MINI 171FINMIN w b a
0.16 0.14 0.09 0.130.41 023 0.11 0.250.35 0.29 0.01 0.240.25 0,19 0.00 0.15*
whowhat*twowhen,
Patt 1*test 1 test 2 test 3 toUd0.17 0.14 ,0.16 0.160.21 029 0.230.17 0.01 0.07 0.110.17 0.14 0.03 0.11
a
Group
whowhatwhoawhew
APart 11
test 1 test 2 toot 3 total0.21 0.21 0.33 0.250.54 0.67 0.580.50 0.75 0.63
0.600.63
0.69 0.56 0.50 038
Group
whowhatwhewwhen
BPart II **
test 1 test 2 test 3 total0.19 0.11 0.19 _0.160,30 0.30 0.30 0.300.50 0.44 0.490.39 0.39
,0.500.39 0.39
* Fry Part I of the test, the Difficulty Imlex is the total N of errors divided by the total N of'ties to make the arors.
** For Part II of the test, the Difficulty Index is the total N of errors committed for arch questkmtype, divide:: by the Wild frequency of the question type.
questions on tiv test is established (9 arors in the Who questions of Part I). This number is then
divided by the total number of opportrmities to make an arm in Who questions (7 Who question
items x 8 students = 56): 9/56 = 0.16. The figures fry item difficulty for Part I can thus be
inorpreted as a percentage: in 16% ri all of the Who items co Part I of Test 1, the students of
Group A chose a distracter instead of the correct example. The figures given for Part II do um
represent a peccentage, but mtber the actual number of all kinds dams committed by all students
in a specific question type divided by the frequency with which the question type is used: e.g., the
8 students of Gawp A who tor& Part II of Test I made a total of 5 caws in the 3 Who questions
required by the test The total freqiumcy of dm question type for the group of 8 studomts is 24 (3
Who qmstions x 8 students). Tlw relative difficulty or error frequency for Who questions is thus
calculated as 5/24 = 02083 Ix 0.21.
Several obatsvationa can be made regarding the relative difficulty of Who, What, nor,
and When ccestnictions. Far both groups, and especially in the productirm part of the test, Who
questions rue evidently easier than the (Xlmrs. This fimling is not surprisim because Who
questions involve only the use/substitution of the relative pronoun (who) instead of a noun and do
mit entail other transformatians fnxn statemant to question. On Part II of the test, where no overall
progress was made, item difficulty also stays relatively level for all question types from Test 1 to 2
to 3. On Part I of the test, the overall progress made by all studetas is, of course, reflected by a
&mine in diffiadty of all enor types for all gimps as a resuit of total treatment (Test I vs. Test
3). Tlw &crease in error difficulty is most drarnatk in Group A and most pronminced in tlw
27
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The Final Report has been prepared fix submission to the Office of Specild Education
Programs ofthe Department of Education. The resultsof tlw %ming and treatment of highly visual
CAI specifically designed for the Deaf ate presented in relation to the larded objectives of the
TECSD Project. The reixrt ig the staly foments findings first, followd by the methodological
implications in utilizhig linguis6cally =moiled, highlyvisual CAI to teach (fiffiadt aspects of
English syntax to the Deaf.
SilkaliNdia-QUIliDIMACCAUIVQ.AMA iMilagt&-1221.
Currently, a summary paper, "Using the Macintosh to Teach Qiustions to Deaf Students,"
is being prepared fix submission fir Fomentation at the April, 1992 ARRA Annual Confirence.
The paper discusses the results of the most recent intervention, the Question Game, in which gains
in syntax knowkdge were made by sthjects receiving the CA1-Syntax hitervention.
32
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1
APPENDLX 1
"A Computer Approach to Teaching English Syntax to Deaf Students"
Paper pesented at the 1990 Annual AERA Meeting in Boston and
published was subsequently in ERIC
37
A Computer Approach to Teaching English Syntax toDeaf Students
Paper Presented
at the Annual Meeting of the
Atnerkam Educational Research Association
Boston
April, 1990
Nancy S. Fogel
1Nev Technology Research Center
360 Ringwood Avenue
Menlo Park, CA 94025
This research was supported by a grant to the American Institutes of Research
from the Office of Special Education Programs, U. S. Department of Education.
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With the availability of new computer technology for instmction, many of the obstacles to
effective English syntax instruction for the Deaf may be removed. The potential of computers to
build highly visially-oriented materials can capitalize upon dm visual-gestural gammar inherent in
ASL and expose deaf students to the rich English language environment that their hearing peers
experience daily. Hearing children enter school with a fairly complete knowkadge of the syntax
and lexkon of the English language; they krarn to map the written word onto what they know
*sounds right." In =wag, deaf students who have wer heard English are expected to replicate
the lexicon and syntax; they must learn how to read and write an auditorally based language
without access to the spoken word.
Microcomputer-based language rowans, however, can offer a way to build upon the
prior language-related, visual lmowledge that the Deaf acquire in learning sign language. Even if
the learners are not competent in sign language, we can assume a predisposition to rely on a visual
modality in tht:ir contmimication. Most English instructim focuses cm, the linear sequencing of the
languap; it does not demonstrate linguistic relationships by movement in space. However,
computer-assisted instruction (CAI) can add the ASL dimensions of position and motion in space
to enhance English language learning; as a result, educational software can offer hearing-impaired
students mare rewarding opportunities for interactive language experience than they usually
encounter. Utilizing visualization,3 directionality,4 and simultaneity of expression,5 which the
Deaf use so effectively in ASL conununication, CAI can employ graphics, windows, and reverse
video to highlight and emphasize instructional points and corrective feecback. Through CAI
designed specifically for the hearing-impaired, students can be motivated to interact with an
instructional envircement in which the syntax, vocabulary, and figurative language are
linguistically controlled and incementally graduated in difficulty. English language acquisition and
usage can proceed at the learner's own pace, but more rapidly than previously experienced by deaf
students.
Drawing on successful language research on the education of deaf persons (e.g., Iran-
Nejad, 1981), we applied a Direct Instruction approach (Bed= & 1-mgelman, 1977). Although the
term "direct instruction* is associated with a small set of educational researchers, there is some
3 Visualimtion focusing on Eight (e.g., using computer graphics and video effects) as the primary mode of
communicittion to convey syntactic information.
4 Directionality modulations (e.g., of verbs) to indicate such grammatical relationships as subjects, objects. and
locaions.5 Simuhaneity of expression the co-occurence of pamsnatical or lexical infonnation (e.g., aspects of time, ss
regularity, duration, repetition, tense).
2
consensus awng a wide range of instructional psychdogists on a core set of design principles
which are fundamental to direct instruction. The learner should:
have tlw prerequisite knowledge to use the instruction and to learnadditional skills
be motivated
be guided through models which make clear when and how toapplynew loxiwledge
have ample opportzmities to demonstrate their mastery of models in acontext that makes errors likely, if the learners have not understood thenew content well
be able to benefit from corrective feedback
To test the effectivems of an instrwtional intervention to teach English syntax skills to the
Deaf, we (1) used the amputees special graphic capability to !Resent concepts linked to the visual-
gestural knowledge base of the Deaf, and (2) grounded the instructional design in a Direct
Instruction appmach.
Preceding Work
This paper details one of a series of studies to determine whether highly visual techniques
associated with ASL could be effectively used in computer-assisted English syntax instruction
desigmd specifically for Deaf students. An introductoiy phase of the experiment, OwningAVMs (Advanced Visual Marken), coisisted of an irKuiry to determine which of several visual
markers signifying interrogation and negation would be considered most effective as syntax clues
by different types of hearing-impaired populations. The results of that study indicated that students
selected AVM icons closely related to their primary mode of communication ASL, SEE II, or
Aural-oral English leading us to conclude that different visual clues may be more effective for
hearing-impaired groups with different language backgnnmds (Fogel, 1988).
The first expaiment dealt with the effectiveness of computer-assisted *medial instruction
fix the Deaf in dm formation of yes-no questkins in Siglish. The study dealt with questknis
involving BE as a main and auxiliary verb. The experiment utilized specifically produced CAI
material for treatment and control groups in the form of computer games, specifically prockiced
tests, and error analysis of materials produced by students in the test situatkon. The treatmait
material that was devised made use of ASL visualitation teclmiques and simultaivity of expression
made possible by the use of the Macintosh =muter.
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Animated scream illustrating the transfirmaticm of a declarative sentenceto a yes-no qmstion
Practice sessions in which the students:
1 . Create a sentence-picture
2. Build a yes-no question
3 . Receive visual and written oxrective feedback kr eacharm
4. Review earlier lessons and transformations if in need of'mediation, or
5 Progress to sentences of increasing length and difficulty
To enhance the visualization of the interactive Macintosh instnictions, we incorporated
VideoWorks, a computer program which simulates motion pictures. To help time students who
were unfamiliar with the Macintosh and had experienced difficulty manipulating the mouse, a
VideoWorks animated &awing of the moving, lifting, and repositioning of the mouse explained
visually how to use the mouse.
To develop excellent graphically oriented mania' in a relatively short period of time,
HyperCard had been utilized in a previous shidy involving the BE verb and icon as a visualization
technique. The perfcrinance of Yes-No II, the study repated Imre, was improved by the use of
MacApp, an object-aiented programming language that efficiently implementsthe standard
features of most Macintosh applications. Because the AVM icons were not associated with pm-
post-test gains in the previous study, they were omitted in the practice sections of this study.
However, we incoimated an AVM icon in the initial transformation screens a,indicate that a
sentence had been transftrmed to a question; the AVM question icon floated across the question to
replicate the ASL facial expression that is present as a linguistic marker during the signing of a yes-
no question.
To guide learners through visual syntactic models1 animated graphics picturing the
transfonnatice of sentence; to questions preceded multiple practice cwortunities for au* syntactic
striblure taught. By visually depicting the transformaticm of a declarative sentence to a question,
as shown in Figures 1 and 2, the students were provided with an alternative to relying exclusively
on printed text for reading comprelxsision. For example, after a declarative senteme appears in
the Yes-No II Game (The president of the bank unlocks the vault), the WsW in 'unlocks" duplicates
itself in the line above; °doe" appears and meets the 'V to form "does.* Next, 'unlock' in the
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the president of the hank unlock the t?
click 00 to nuke your own
Figure 2. Transformation of a Declarative Sentence to a Question Yes-No II
6 L)
sentence duplicates itself in the line above; "does unlock' in the line above flashes alternately with
"unlocks" in the sentence to visually state that both expressions are the same. Slowly, *does
unlock" movesdown into the sentence to replace "unlocks,* which moves down and dissolves. In
the new sentence (The president of the bank does unlock the vault), "does" flashes and moves to
the line above; "does" travels left to the beginning of the sentence, where it chops into rdrwe. The
empty space which held ttw auxiliaq verb closes, the "d" in 'does* is capitalized, and a question
mark replaces a period at the cod of the sentence (Does the president of the bank unlock the vault?).
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the instructional modeling and the immediate, corredive feedback in the Yes-No Il Game.
To capitalize cm ASL's visualizatkm and simultaneity of expression, computer graphics and
animation are incorporated to enhance comprehension, clarify meanin,g, and maximize tlw transfer
of relevant knowledge. In addition, to engage and mcdvate the learners, we involve them as active
participants in their instruction. First, students are provided with multiple opportunities to build
their own often humorous sentences, which are automatically illustrated by the program. As
shown in Figure 3, "Creating a Senteme-Picture," a student chooses the subject *mice from
amarg six possibilities (which are randomly selected from a file of 20 possible subjects), and the
lwads of two mice appear in the picture box above the ftsord choices. Next, if the strjait arooses
the verb "ski" from among six randomly displayed verbs, the picture changes to display dm rake
skiing. Similarly, direct objects and adverbials of tinw and place are selected; as each word is
picked, a visual counterpart is added to the picture to represent the sentence as it is built by the
student.
After the sentence is comiieted and its picture displayed, the "Building a Questicm" sawn
invites the student to create an appropriate yes-no question for the picture. Figure 81 &splays a
sample screen containing a pictxue and a matrix of possible wards and *uses from which
students build their own questions. Unlike nmst CAI, the Yes-No Game does not limit learners to
making simple choices among a set of "right answers.* Rather, students were tested to identify
common misunderstandings and ems in yes-no syntactk patterns; distnictors that could result in
the students' manifesting these misunderstandings were incorporated in the program, and effective
ccarective feeduck that responded to individual students' errors was provided. Fcw example, for a
picture of Leo driving a truck every day, the randomly presented items could include a period, a
questicm mark, and the folkAving words: Leo, do, does, did, drive, drives, drove, a truck, and
every day.
8
Nun]
ill as am us asi ism um Oil 110 MI sit ow is as lac
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the
Lai
(loose a s
and Ted
the women
Click any word box.
and
die
Where 40 the fliCa
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e winter overly mbarat Kirkwood at Suit V
awry February
dv.
I GO I I aick any word box., 1rQU1Taiaick any box. UIT
I0
loose a verb.
ski work who
aGo Click any word box. rQuill
4When do the mice ski at Heavenly?
Figure 3. Creating a Sentence-lActure Yes-No II
3EST COPY AVAILABLE
Multiple opportunities for initiating interactive practice are provided. Students have as
many as 10 oppertunities to build each question; kr each attempt, learners benefit from detailed,
corrective feedback for common errors (about 20 per stnicture). The feedixack is designed to
provide specific visual and written responses for each type of error. A first incorrect try results in
a written and visual hint; a second incormct attempt in the same error category trovides more
specific infrwmation, and the third !wiles the correct answer with a textual and visual
explanation. If the student cannot correct tlw mistake after sevend tries, the student's incorrect
question is visually transformed to the correct syntactic pattern through animatitz. Figure 4
illustrates the use of brief, linguistically controlled messages that respond specifically to some of
the likely misunderstandings that lead to students' common errors in yes-no quest:km (1) omitted,
incorrect, misplaced, or repeated auxiliary, (2) &utile marking tlw tense on both the auxiliary and
main verb, and (3) inccarect word mks.. Of equal or greater importance is the visual feetback to
incorrect qiatstions that students build: the error is highlighted in the studemes question while the
=red possibilities are flashed slowly in the word matrix; a double tense marking is highligated
with underlining and an *V over the incorrect suffix, and the =rev place of the auxiliary in the
question is indicated by a flashing arrow.
Provision to review structural morkling was built into the program kr instances when the
f-orrective feedback was insufficient to correct misunderstandings; however, the
i; ;t . air4Ac' feedback proved so effective that none of the stbjects ever triggered the more detailed
inorMing reviews. "7,e success of the feedback can perhaps beattributed to its visualization
video "effects* suctt flashing, highlighting, and reverse video, as well as such graphics as the
pointing arrow to emphasize instnictional points.
Subjects
To ensure the participation of a large number of high school subjects who had sufficient
prerequisite English syntactic knowledge to bermfit hum the Yes-No Game, but who lacked the
ability to form yes-no questions, we =chided the intervention at a residential schoW for the Deaf.
After the irincipal and teachers screened out the learning disabled students bemuse of their
insufficient prerequisite syntactic knowledge, and the advanced students whose English language
placement indicated that they had already mastered the aratment material, the Yes-No
Screening/Pre-test was administered to 76 eighth, ninth, tenth, and eleventh grade students. The
17*"1111 till oil am as Igo ens III vas ell sit i.T gel as as GNI fie
Orme
AMEN*
)1tritlionaick words in dse rigid order.
Click 00 when you finish.
drive 7
does draws*eery d does
Lee a Vick
GO
1=1"
r ERASE [QUIT)
Click words in the tight order.Click 00 when you finish.
drive 7
dies dimsevery der does
MEMON
Put the helping verb at the beginClick 00 to sty spin.
togis drive a tack every day
cc1
111ENNIMMI
ILF_RASE ii Qinfir
Figure 4. Building u Question Yes-No 11
Makti_QuatienClick words in the right order.
Click 00 when you finish.
[GO 1 ERASE 1 QUIT
test was composed of two parts: Part I, which consisted of 25 items modeled cm Quigley's 31A
multi* choice format, measured the students' recognition of correct grammatical yes-no question
stnictures; Part II elicited wind yes-no question production in response to a short paraparth
stimulus. Students who scored above 85% or below 25 % were eliminated from the pool of
possilile subjects because they had demonstrated that they did not need the yes-no intervention or
did not possess suffickst knowledge of Ezigligi to be able to benefit from the nutmeat mataial.
The sithjects for the intervention were selected and matched on two criteria: tlwir learnt SAT-HI
reading scores, and their perfermance cm the Yes-No Scrusing/Pir-teg. For each pair, one
subject was randomly assigned to the treatment group and the other to the control group; dm
process resulted in two groupsof 18 studrmts with companble syntactical knowledge of written
English. The subsequent lass of subjects during the research process resulted in an eventual
sample which consisted of 17 treatment and 15 control subjects, ages 14 to 18.
Data Collection
The Yes-No II Study was a two phase intervention, which tested the null hypotheses: CAI
designed to teach English syntax to deaf high school students would have mi effect on their
syntactic knowledge. Figure 5.1 shows the schematic diagram of the experimental design. One
week prior to the first phase, Test 1 of a two-part pencil and paper ftst was administered to both
the treatment and control groups. Part I of the test was madded on the diagnostic sub-tests for
quegion formation of Quigley's ISA; composed of25 multiple choice items, it required the
recognition of correct English grammaticality. Part U consisted of 10 open-ended items for which
sturknts weir asked to write an appropriate question in response to a stimulus of one to three short
sentences. A questkin that could be intetpreted as having been logkally and meaningfully
stimulated by the slim paragraph, and that did not contain syntactic errors for which the subjects
had received instruction, was accepwd as a correct response. Part II involved active sentence
construction and was therefore a more difficult task far the students.
As shown in Figure 5.1, the treatment group (A) completed tlw three lessons in the CAI-
Syntax wog= in two to three class periods (90 to 135 minutes). To minimize and possilily
control the impact of a possible Hawthorne effect, thecomma group (B) used an altenate computer
program in an unrelated subject area for the same petiod oftime. For both the treatment and
control groups, students proceeded thiough die computer programs individually., each learner
controlled tlw pax. Within one day after compldion of the first phase of the CAI interventice,
Test 2 was administard to both groups. Two seeks after the administration of Test 2, Group A
12
1
Pen l
Tao 1
TOE 1
(APV 10)
Tee 2(APo 14)
Tess 3
SW 25)
015Up A(nai 7)
Apt 11 . 13 API 26 27i
TrestesedMAI-SWIM
4
Neese*(141sma1s cm)
&OUP B(rtsi 5)
,
,
P111:400(Animals CAI)
Trandevent(CAi4)01111x)
_
Figure 5.1 Schematic Diagram of the Experimental Design
Group A
Time 2
6163 74.35
Tem 3
Group Et
Ton 1 Toe 2 Tee 3
1
75.06 57.47 TOM 5713
5.d. s.d. 54. cd. s.a. $AL
15.42 17.61 16.34 13.40 15.26 12.60
POUTIOM Owen pleee00 VI181110411
i I I 1 i 1 1 I
1 1i i
p 4 OD6 v-0.10.N8 p 0 0.10,NS p < 0.06
i i i I ii I
44.12 61/7 66.29 46.67 6700 61.00
Part A s.d. ed. OA, s.d. *.d. sd,
18.96 16.64PII0100
21 pewee.61 Z2.01 16.11 21.97
Desivernweelsem
1_--1.-----1 i r1 a
a
1 a1
I
p.0.10. te p 0 0.10. NB p7)0.10.N0 p x0.10.146
Figure 52 Comparison of Group Means of Test Some (SigMcance levels IfftemtMed bY
ANOVA °Least Siriftcant Difference test of paired contrast)
PAAT I
60%
40%Teo 1 Tee 2 Tee 3
PART II
Figure 53 Effects ol CM instruction and Aiternats (Placebo) CM
Figure 5. Yes-No 11 Results
13
used the alternate computer rogram, and Group B used the CM-Syntax program. The next day,
Test 3 was administered. The format, level, and administration of Test 1, 2, and 3 were
comparable; the syntactic strwtures in each of the test items were identical, but the mins and verbs
were different The internal consistency of the three tests were assessed using Cnxibach's Alpha.
The reliability coefficients were uniformly satisfactory for both parts of the tests: for Part I they
were .76, .77, and .79; for Part II they were .73, .77, and .78.
Correlations between Parts I and 11 of each of the three test forms seem to indicate that, as
expected, they test highly related, but not identical skills (p4.05). The parallelism of the different
forms of the test being used is shown by dm high correlations between them: for Part I the r's
ranged from '$4 to .59, and for Part II from .63 to .72. Furtha test development, including item
analyses, is still necessary to improve the usefulness of these tests.
A record keeping module was interated in the Yes-No Game to facilitaw data collection,
and to provide easy access to information of the students' performance while they interacted with
the program. Continually updated ''Records* of correct and incorrect responses etiabkd the
research observers to check the subjects' progress during the intervention. lietailed "Histories" of
every keystroke and response in the syntactic xactice, as well as the time between each response,
were designed tobe converted to text files for later analysisof the pattern of the subjects'
sequential responses.
Results
Part 1 - The Multiple Choice Section. As displayed in Figures 5.2 and 5.3, both
phases of the intervention are associated with pre- post-test gains. As determined by Analysis of
Variance (ANOVA) and paired contrasts using a 'least Significant Difference Test (LSD),"
significant gains in syntax knowledge war made by each group receiving the CAI-Syntax
treatment: the means for Group A rose from 63.53 in Test 1 to 7435 in Test 2 (p.06),and the
means for Group B rose from 70.80 in Test 2 to 87.73 in Test 3 (p<.05). In comparison, the
control group (L) demonstrated no significant gains with the alternate CAI from Test 1 to 2. Even
when Group A was tested two weeks after the CAI-Syntax treatment, their Test 3 scores did not
fall below the level of Test 2 suggesting that the improvements in syntactic knowledge were
retained.
Although we presumed that we had matched pairs, in both the Yes-No I and II studies,
Group B performed better than Group A in Parts I and II of all tests for both studies; however, the
14
differences were not statistically significant After the studies were completed, the results from the
students' new SAT-III Were released; they indicated that at the time of the experiments the swims
were no longer exactly marched on reading scores. With such a small sample, significant
differences in only a few of the snidents' reading scores are sufficient to explain dm better
perfccmance of Group IL Because in English languap studia with this population there is a
potential confounding effect of stwients' waling abilities, we decided to repeat the analyses in the
previous section, but include an assesaanait of the interactkm of reading ability with the
intervention (i.e., sfaidents with high reading ability would benefit mare from dm CAI Syntax
treatment than students with lower reading scats). The psocedure we employed was Analysis of
Covariance (ANCOVA). Results indicate no independent interactim effects for Part I. This
finding is not surprising considering the nature of this put of the test, which requires only
recognition of grammatical correctness, not reading conprehension ofparapaph stimuli as in
Part II.
Fart II - The Lansvage Productim Sectlou. Whereas Part I involves recognition
of grammatical correctness, primarily in syntax, Part II is dvendent upon theconprehension of
the 10 stimulus paragraphs, i.e. the multiple tasks involved in reading, such as making inferences
from context clues. To investigate the effects of CAI-Syntax intervaition on language production ,
we again used ANOVA and LSD procedures to compare vow means. Although there is an
increase in test scores for both groups (with Group A impiroving from a meanof 44.12 to 51.77,
and Gimp B improving from 57.00 to 61.00) after the intervention, the gains are not statistically
significant
As in the analyses for Part I, we used ANCOVA to test for the effects of an interaction
between the intervention and the reading scores. For both Groups A and B there was a significant
interactim which was independent of any main effect of the intervention (forGump A, F=5.04,
p.01; for Group B, F=7.59, pc.001) indicating that students with high reading ability benefit
more from the CAI-Syntax treatment, as measured by a test requiring comprehension skills, than
do students with lower reading ability.
In order to supplement the results obtained by the statistical analyses of the pre- and post-
test scores, an error analysis of the sentences actually produced by the students in Part II of the test
was undertaken. The analysis classified all of the mistakes found in die tests into 25 error
categories. In addition to the total number of errors found in the total corpus formed by the pre-
and post-test responses, Table 1 also reports pre- and post-test results for selected error categories
which seemed particularly related to the grammatical procedures taught by the treatment These
categories fame derived from collapsing some of the 25 catgeories originally used in the
analysis follows:
15
Table 1. Yes-No Summary of Error Analysis
Test 1
GROUP ATest 2 Test 3
GROUP BTest 1 Test 2 Test 3
Total number of errors 236 194 198 196 154 165
Selected Error Types
A 13 15 19 13 6 12
B 54 30 35 37 33 28
C 18 13 22 13 13 12
D 20 15 9 15 24 13
E 11 13 4 13 10 7
F 18 22 15 12 9 14
A. Substitution of a possiblepattern for the are expected by the test
stimulus (e.g., "How do you feel?" instead of "Were you sickr) Thisresponse is not really an error but constitutes a failure of the test to
evoke the desired pattern.
B. Confusion of second and third person in the subject to be addressed.
C. Use of a pattern or a total sentence which is semantically impossible in
response to the stimulus.
D. A word omitted from what appears otherwise to be a correct response.
E. A word added to an otherwise correct response.
F. The pattern used is inconvct because of confusion in word order.
The error analysis also revealed other frequent errors which aze often mentioned in the
literature dealing with English produced by the Deaf (e.g., omission of the article, and dropping of
verbal and noun morphemes like final "s"). Howeva., further analysis of these errors did not seem
germam or relevant to purposes of the interventicm and of this report.
Statistical interpretation of the data of Table 1 must be undertaken with some caution,
primarily because the error analysis shows only type and frequency of arms in pre- and post-test
but not the opportunity to commit them. Opportunities wae at best only roughly equivalart
between pre- and post-test, primarily because omission of opportunity by totally omitting
responses is not taken into account in the error counts, and because students could create their own
16 t-,
1
opportunities for errors by responding in unexpected patterns. Still, the pre- post-test comparison
scres indicate improvement as a result of the intervention. In some categories (like *A0), the
decrease in errors may simply be due to the students' recognizing the intention of the tmatment
and/or the test maker. A gain (i.e., decrease in error) in the other categories (especially "V) seems
suongly associated with the success of the intervention. In the case of one war (B) there seems to
be an increase fron we- to pog-test, namely in the confusion of second and third person
(especially the substitution of the third person for the second). This semantic error, which was not
specifically dealt with in the treatment, is among the most frequently found in the corpusof pre-
and post-test responses and should become the object of further study and planned intervention.
As summarized in Table I, the frequent mistakes known to relate to specific problems of
the Deaf, but not to dm experiment under consideration, are omitted in the presentation and appear
only in the reported table.
The overall patterning of errors points to the following:
1. The amtrol group (B) seems somewhat stronger than the experimental
group throughout all three tests.
2. An ovetull &acme of errors takes place going from Test 1 to Test 2.
The results seem approximately the same for tlw experiment and control
groups, and perhaps is due to familiarity with the type of test being
used.
3. The results of the thild test administration are not vay different from
those of the second. Neither retalcing of the test (Group A) nortrattment (Group B) change the overall incidence den=
The distribution of errors in specific categories does not show a consistent decrease as the
result of the preceding treatment. (Eg., a possible treatment effect in error category B in Group A
a drop from 54 in Test 1 to 38 in Test 2 is not matched by a similar drop in Group B, where
the decrease in errors is only from 33 to 28.) It can be noted again that word order confusion
the problem most directly addressed by the treatment is a leu frequent aror than the confusion
in the person to be used as the intended addressee of the question.
Summary
The data shown in Figure 5 clearly demonstrated the effectiveness of the intervention.
Significant gains in syntax knowledge, as measured by Part I of the tests, were made by each
17
group receiving the CAI-Syntax intervention. In contrast, the contml grouP ma& no significant
gains in each phase. While the means for Group A rose from 63.53 to 74.35 (p< 0.06) after the
intervention, Group B demcmstrated no significant gains with the alternate CAL After the
intervention, however, the means for Group B rose from 70.80 to 87.73 (p4).05). Interestingly,
wtean Group A was tested two weeks after the CAI-Syntax treatment, they retained the syntax
knowledge they had acquired earlier. In our experience, these findings are impressive considering
the brief duration of the treatments (90 to 135 minutes) and the persistence of these skill
deficiencies Oar to the treatment
Two aspects work against the intervention having a pronounced affect on students'
syntactic ability, as measured by the open-ended Part II test (1) The material in Part ll is much
more difficult than the material in Part I, and (2) deaf students require years of schooling to use the
auxiliaries, DOES, DO, and DID (Quigley, 1978) in the test situation and often never reach the
point of employing them correctly in spontaneous language production. Under these
circumstances, even tlw marginal gains evidenced after the treatment are eneouraging.
Conclusions: Educational Importance
Effecting a change in language behavior that has become ingrained is a difficult, complex,
and time-consuming task. As evidenced by the significant results of the intervention, however, it
appears that ow CAI approach has substantial pawn:jai for accelerating the acquisition of English
syntactical knowledge by the Deaf. The fact that such meaningful improvement could be obtained
in an area where failure is the norm should not be overlooked, especially for an intervention of
only two to three class periods.
Although the instructional intervention focused on yes-no question formation, the results of
the experiment suggest the desirability of building a complete CAI syntax curriculum based on
visualization techniques as linguistic bridges from ASL to English syntactic structures.
Visualization and simultaneity of expression in well-desigthed CAI may be particularly important to
the basic concepts in education of the Dad; these aspects can build on certain strengths of the Deaf
that are not utilized in standard teaching materials those that are visual and sixdial like ASL,
ratlwr than linear and sequential like English.
18
As a result, the difficulty of making grammatically court judgements (as evaluated on Part
I of the tests we administered), and the distinctive, ungtatrunatical deaf syntactic strmtures that
have persisted in spite of years of schooling (as studied in Part 11), may be ameliorated. Programs
such as the Yes-No Gam may enable deaf students to proceed through three Oases of language
learning with more facility: (1) recognition of grammaticality, (2) understanding of niles used in
sentence producticui, and (3) actual production of grammatical sentences fir real conmunication.
The results of the Yes-No Game indicate a potential breakthmgb in the herewfore intractable
problems deaf students encounter in attempting to master English syntactic structures.
References
Becker, W.C., & Engelmann, S. (1977). The Direct iristniction model. Unpublished monograph.University of Oregon: Divisim of Teacher Education.
Conrad, R. (1973). Some correlates of speech coding in the short-term memory of the deaf.
laUtilitASIMCILaniligling NJ 336-343.
Conrad, R., & Rush, M. (1965). On the nature of short-term memory encoding by the deaf short-
tentl memorY of the deaf. ISBEOSLQUIligkalltikatingliagnISIL 169375-384.
Engelmann, S. & Carnine, D. (1982) Theory of i3structio:Principles and Applicui New
York: Irvington Press.
Fogel, N. S. (1988). The effectiveness of CAI designee for the hearing-impaired. EnscalinusdthclikhinianatimaLADOICathacuct.
Fogel, N. S. (1986).=dots. Unpublished master's thesis. Stanford Univerity, Stanford, CA.
lran-Nejad, A., Ortony, A., & Rittenhouse, R. (1981) The comprehension of is 'cal uses
of English by deaf children. klumadszejlanglicalingksmIL 21, 51-556.
Lichtenstein, E (1983). Thrg.pdatignibigagsmausadingimismaantrafaigaktutitikafItudents. Rochester, NY: National Tecluical Institute for the Deaf.
Quigley, S., & Paul, P. (1984). Languavandslaftwil. San Diego, CA: College-Rill Press.
Quigley, S. Steinkamp, M., Power, D. & Jones, B. (1978). askgfxauaatia.skilidcr.AgakdrdQashninizadianiadim=tatiin Beaverton, OR: Dormac.,
p-1
19
IIIIIIIIIIIIIIIIII1
APPENDIX 2
The Question Game
Record keeping, error checking, and feedback
38
Report Generated for: Frantc Smith
Who Game - Part 3 - Subject, Verb, Adverbial of Place, Adverbial ofTime
Who ice skates in the park every winter ?
Try 1:Who in the park ice skates every winter who ? Bill Mary <ERASE>
Who in the park ice skates every winter who ? Bill <ERASE>
Who in the park ice skates every winter who ? <ERASE>
Who in the park ice skates every winter who Bill Mary ?
Error: included an answer in the questionTry 2:Who in the park ice skates every winter who ?
Error: repeated wh-wordTry 3:Who in the park ice skates every winter ?
Error: misplaced main verbTry 4:Who in the park ice skates every winter ?
Error: misplaced main verbTry 5:Who ice skates in the park every winter ?
No errorWho jogs at school every Wednesday ?Try 1:Who jog at school ?
Error: missing adverbial of timeTry 2:Who jog every Wednesday <ERASE>
Who jog <ERASE>
Who every Wednesday jog at school ?
Error: incorrect form of the main verbTry 3:Who every Wednesday jogs at school ?
Error: misplaced main verbTry 4:Who jogs every Wednesday at school ?
Error: misplaced adverbial of placeTry 5:Who jogs at school every Wednesday ?
No errorWho dances on stage every Friday 7
Try 1:Who dances on stage every Friday ?
No error
Who Game - Part 3 - Subject, Verb, Direct Object, Adverbial ofPlace, Adverbial of Time
Who rode ponies in the circus last night ?
Try 1:Who did rode ponies in the circus last night ?
Error: repeated main verbTry 2:Who rode ponies in the circus last night ?
No errorWho planted seeds in the garden yesterday ?
Try 1:Who planted seeds in the garden yesterday ?
No error
APPENDIX 3
Tests Developed for the TECSD Project
Pre- and post-tests on WH-Questions for the Question Game Study
39
Name
IIAge
PRE-TEST 1
School
Grade Teacher
Read the questions carefully. You should finish the test within 30 minutes. If you finish early, please review
your answers carefully.
Read eat woup of four (4) questions.question with an X.
Part I
Only one of the questions is correct. Choose and mark the correct
Exampie 1. Choose the correct question.
A. What did see you at the movies last night?B. What you saw at the movies last nigli?C. What thd you see at the movies last night?D. What was you see at the movies last nitpt?
'V is the correct question:What cid you see at the movies last nigit?
The correct letter, liC, is marked below.
Example 2. Choose the correct question.
A. Where does play soccer SI?B. Where does Bill play soccer ?C. Where BM plays soccer?D. Where is Bill play soccer?
'V is the correct question:Where does Bill play soccer ?
Now, mark the coned letter,
A. What did see you at the movies last rtgtt? A. Where does play soccer Bin?
B. What you saw at the movies last night? B. Where does play soccer ?
C. What did you see at the movies tast NOV C. Where BIN plays soccer?
D. What was you see at the movies last NO? D. Where is BM play soccer?
BEGIN PART I. For each test item, mark the correct question with an X.
1. A. Who is afraid of the spickrrs are in the closet?B. Who afraid of the spiders in the closet?C. Who is afraid of the spiders in the closet?D. Who are afraid of the spiders in the closet?
2.
3.
4.
A.B.C.D.
A.B.C.D.
A.B.C.D.
Who drives the bus every day to school?Who the bus drives to school every day?Who drives the bus to school every day?Who the bus te school every day?
When is the circus is coming to Oakland?When is the circus coming to Oaidand?When is coming the circus to Oakland?When the circus comes to Oakland?
What is looking in the kitchen window?What does looking in the kitchen window?What is lookincr is in the kitcher wmclow?Is looking what in the kitchen .iindow?
5. A. When Ray hurt his log at camp?B. When did Ray hurt his leg at camp?C. When Ray did hurt his leg at camp?D. Did Ray hurt his leg at camp when?
6. A. What does watch Mark rxi TV every Sunday?B. What does Mark watch on TV every Sunday?C. What does Mark watch every Sunday on TV?D. What is Mark watch on TV every Sunday?
7. A. When Sue and Beth are coming for lunch?B. When are Sue and Beth come for lunch?C. When is Sue and Beth coming for lunch?D. When are Sue and Beth coming for lunch?
A. What Bob and Jane want for Christmas?B. What do Bob and Jane want for Christmas?C. What does Bob and Jane want for Christmas?D. What do Bob and Jane they want for
Christmas?
9. A.B.C.D.
10. A.B.C.D.
11. A.B.C.D.
12. A.B.C.D.
13. A.B.C.D.
14. A.B.C.D.
15. A.B.C.D.
17. A.B.C.D.
Who won the game at sthool last week?Who the game won at sdlool last week?Who won the game last week at school?Who was wcm the ;pm at school last week?
18. A. When Elise work at the restaurant?B. When does Elise worts at the restaurant?C. Elise does mork at the restaurant when?D. When does Elise work at the restaurant?
What did the teacher say in class yesterday? 19. A.Did the teacher what say in class yesterday? B.What does the teacher say In class yesterday? C.What the teach& dio say in class yesterday? D.
Where Jon and Carl were working last week? 20.Where are Jon and Carl working last week?Where were Jon and Carl working last week?Where Jon and Cart working where last week?
When is the next baseball game at school?When the next baseball game is at school?Is the next baseball game at school when?When the next baseball game at school?
Who did Jogging in the park yesterday?Who is jogging in the park yesterday?Who was jog in the park yesterday?Who was jogging m the park yesterday?
What did Mary see last week at the zoo?What chd Mary see what at the zoo last week?Mary thd see what at the zoo last week ?What did Mary see at the zoo last week ?
A.B.C.D.
Where Jack see the show last week?Whey did Jack see the show last week?Where does Jack see the show last week?Where did Jack did see the show last week?
What the mice are eating under the table?What is the mice eating under the tat*?What the mice eating under the table?What are the mice eating under the table?
21. A. June and Harry's wedding when was?B. When cEd June and Harry's wedding ?C. When was June and Harry's wedchng?D. When June and Harry's wedthng was?
22. A. Who is swimming in the pool today?B. Is swimming in the pool today who?C. Who is swimming in the pool is today?D. Who is swimming who In the pool today?
23.
Where are Jeff and Sue their computer fixing? 24.Where is Jeff and Sue fixing their computer?Where are Jeff and Sue fixing their computer?Where Jeff and Sue fixing their computer?
What was played at the movies last weekend? 25.What was playing at the movies last weekend?What did playing at the movies last weekend?What is playing at the movies last weekend?
Who was planted flowers in the garden last week?Was planting flowers who in the garden last week?Who was planting flowers in the garden last week?Who flowers was planting in the garden last weak?
A.B.C.D.
A.B.C.D.
A.B.
C.D.
Where the girls paying ball after school?Where do the girls they play ball after school?Where do the girls play ball after school?Where do the girls do play ball after school?
What Sam was reading in his room yesterday?What cid Sam reading In his room yesterday?What was Sam read in his room yesterday?What was Sam reading in his room yesterday?
Who cooked dinner at Ars house last Friday?Who is cooked dinner at Jill's house lastFriday?Who cooked dinner last Friday at Jill's house ?Cooked dinner at Jill's house last Friday who?
NamePart II
Director*: Part II contains short parawaphs. First, real each parzgraph. Then, write wh-questions that fit eachparagraph. Look at the example to see what kinds of questions to write.
Example:
Bill likes to drink lemonade In hot weather. Mary tikes soda in the summer and hot chocolate In the winter.
1. who
Whew a wh-question on the Mu* line below.
2. when
Examples: When does Mary drink hot chocolate? When does Bill like to drink lemonade?
Now, write yow own wh-question on the line below.
3. what
BEGIN PART II. Read the following short paragraphs. Write 5 appropriate wh-questions for each paragraph.
A Last summer Mike and Pat traveled to Hawaii for a vacation. Mike tried surfing and hurt his arm. Pat wentsnorkeling and saw beautiful fish in the water.
1. who
2. when
3. where
4. what
5. who
I B. Bess and Tcky are having a barbecue in the park. this afternoon They invited all of their friends. Toby iscooking the hamburgers, and Bess is serving the cake and ice cream.
1. when
2. where
3. who
4. what
5. what
Thank you for participating in the Pm-Test. 1
Name
Age
PRE-TEST 2
School
Grade Teacher
Raid the questicos carefully. You should finish the test within 30 minutes. If you finish early, please reviewyour answers carefully.
Part I
Read each group of four (4) questions. Only one of the questions is correct. Choose and mark the correct
question with an X.
Example 1. Choose the correct question.
A. What did see you at the movies last nictht?B. What you saw at the movies last night?C. What did you see at the movies last WVD. What was you see at the movies last nicPt?
V' is the correct cpiestion:What did you see at the movies Last night?
The correct letter. V,* Is markedbelow.
A. What did see you at the movies last rIght?B. What you saw at the movies last night?C. What did you see at the movies last night?D. What was you see at the movies last night?
Example 2. Choose the correct question.
A. Where does play soccer BM?B. Where does BM play soccer ?C. Where BM plays soccer?D. Wham is BO play soccer?
1:1" is the correct question:Where does Bill play soccer ?
Now, mark the correct letter, "B."
A. Where does play soccer BIB?B. Where does BM play soccer ?C. Where BIS ptays soccer?D. Wtware Is 1311 play soccer?
BEGIN PART I. For each test item, mart the correct question with an X.
1.
2.
A. Who is tired of sandwiches are for lunch?B. Who tired of sandwiches for lunch?C. Who is tired of sandwiches for lunch?D. Who are tired of sandwiches for lunch?
A.B.C.D.
3. A.B.C.D.
Who rides a bike every day to work?Who a bike rides to work every day?Who rides a bike to work every day?Who a bike to work every day?
When is the Fair is coming to Fremont?When is the Fair coming to Fremont?When Is coming the Fair to Fremont?When the Fair comes to Fremont?
4. A. What is hanging from the kitchen ceiling?B. What does hanging from the kitchen ceiling?C. What Is hanging is from the kitchen ceiling?D. Is hanging what from the kitchen ceiling?
5. A. When Dick lose his watch at the movies?B. When did Dick lose his watch at the movies?C. When Dick did lose his watch at the movies?D. Did Dick lose his watch at the movies when?
6. A. What does eat Dad at home every Sunday?B. What does Dad eat at home every Sunday?C. What Wes Dad eat every Sunday at home?D. What is Dad eat at home every Sunday?
7. A. When Adam and Lee are coming for dinner?B. When are Adam and Lee come for dinner?C. When is Adam and Lee coming for dinner? --D. When are Adam and Lee coming for dinner?
8. A. What Kay and Ben plant every spring?B. What do Kay and Ben plant every spring?C. What does Kay and Ben plant every spring?D. What do Kay and Ben they plant every
spring?
1
9. A.B.C.D.
10. A.B.C.D.
Who was the singer in the show last night?Who the singer was in the show last night?Who was the singer last night in the show?Who the singer in the show last niOrt?
What clid the coach say in the gym yesterday?Did the coach what say in the gym yestenky?What does the coach say in the gym yesterday?What the coach cfid say in the gym yesterday?
11. A. Where Don and Ray were studying last night?B. Where are Don and Ray studying last night?C. Where were Don and Ray studying last night?D. Where Don and Ray studying where last night?
12. A. When is the homecoming dance at school?B. When the homecoming dance is at school?C. Is the homecoming dance at school when?D. When the homecoming dance at school?
13. A. Who did digging in the garden yesterday?B. Who is digging in the garden yesterday?C. Who was dig in the gardan yesterday?D. Who was digging in the garden yesterday?
14. A. What did Amy buy yesterday at the store?B. What did Amy buy what at the store yesterday?C. Amy did buy what at the store yesterday?D. What did Amy buy at the store yesterday?
15. A. Where are Ted and Sara their new car buying?B. Where is Ted and Sara buying their new car?C. Where are Ted and Sara buying their new car?D. Where Ted and Sara buying their new car?
16. A. What was bloomed in the garden last summer?B. What was blooming in the garden last summer?C. What did blooming in the garden last summer?D. What is blooming in the garden last summer'?
18. A. When Daisy swim in the ocean?B. When does Daisy swims in the ocean?C. Daisy (ties swim in the ocean when?D. When does Daisy swim in the ocean?
19. A. Where Josh find his bike last week?B. Where did Josh find his bike last week?C. Where does Josh find his bike last week?D. Where did Josh did find his bike last week?
20. A. What the cats are chasing in the yard?B. What is the cats chasing in the yard?C. What the cats &rasing in the yard?D. What are the cats chasing in the yard?
21. A. Jay and Ann's anniversary when was?B. When did Jay and Ann's anniversaryC. When was Jay and Ann's anniversary?D. When Jay and Ann's anniversary was?
22. A. Who is serving in the cafeteria today?B. is serving in the cafeteria today who?C. Who is serving in the cafeteria is today?D. Who is serving who in the cafeteria today?
23. A. Where the boys riding horses today?B. Where do the boys they ride horses today?C. Where do the boys ride hoses today?D. Where do the boys do ride horses today?
24. A. What Tony was fixing in his room yesterday?B. What did Tony fixing in his room yesterday?C. What was Tony fix in his room yesterday?D. What was Tony fixing in his room yesterday?
25. A. Who baked cookies at Eve's house last night?B. Who is baked cookies at Eve's house last
night?C. Who baked cookies last night at Eve's house?D. Baked cookies at Eve's house last night who?
I 17. A. Who was picked apples in the orchard last week?B. Was picking apples who in the orchard last week?C. Who was picking appges in the orchard last week?D. Who apples was picking in the orchard last week?
1 NamePart ll
Direztk:ins: Part II contains short paragraphs. First, read each paragraph. Then, write wh-questions that fit eachparacraph. Look at the example to see what kinds of questions to write.
IExample:
BM likes to &ink lemonade in hot weither. Mary Ikes soda In the summer and hot chocolate in the winter.
I 1. who
Write a wh-question on the bier* line below.
I2. when
IExamples: When does May drink hot chocolate? When does Bil like to (kir* lemonade?
Now, write your own wh-qthastion on the line below.
I3. what
BEGIN PART II. Read the following short paragraphs. Write 5 appropriate wh-questions for eaCh paragraph.
I A. Moly and Rick drove to Yosemite for a vacation last winter. Molly went skiing and twisted her ankle. Rickwent hiking and saw deer and squirrels.
1. who
2. when
3. wtiere
4. what
5. who
I B. Sally and Jim are having a party at their home tonight. The party is for Jim's thrthday. All of their friendsare coming. Sally baked a wonderful birthday cake.
t when
I2. where
4. what
5. what
Thank you for participating in the Pre-Test. 1
Name
Age
TEST 3
School
Grade Teacher
Read the questions carefully. You should finish the test within 30 minutes. If you finish earty, please reviewyour answers very carefully.
Part I
Read each tyoup of four (4) questions. Only one of the questions is correct. Choose and mark the correct
question with an X.
Exempts 1. Ctwose the correct westicm.
A. What cfid see you at the movies last night?B. What you saw at the movies last nigOt?C. Whad afici you see at the movies last night?D. What was you see at the movies last night?
*C" is the correct question:What did you see at the movies last night?
The correct letter, -C," is marked below.
A. What did see you at the movies last night?B. What you saw at the movies last night?C. What did you see at the movies last night?D. What was you see at the movies last night?
Example 2. Choose the correct question.
A. Where does p4ay soccer BE?B. Where does Bill play soccer ?C. Where EMI plays soccer?D. Where is BO play soccer?
*B" is the correct question:Where does SM play soccer ?
Now, mai( the COMM letter, 'B.=
A. Where does play soccer Bin?B. Where does play soccer ?C. Where BA plays soccer?D. Where is Bill play soccer?
BEGIN PART I. For each test item, mark the correct question with an X.
1. A.B.C.D.
A.e.C.D.
A.B.C.D.
A.B.C.D.
Who is hungry for cookies are frwri the bakery? 5.Who humpy for cooldes from the bakiswy?Who is hungry for cookies from the bakery?Who are hungry for cookies from the bakery?
Who cleans the kitchen every weekend at home?8.Who the kitchen cleans at home every weekendWho deans the kitchen at home every weekend?Who the kitchen at home every weekend?
When is Joe Montana is coming to CSDF?When is Joe Montana coming to CSDF?When is coming Joe Montana to CSDF?When Joe Montana comes to CSDF?
What is cooking on the kitchen stove?What does cooking on the kitchen stove?What is cooking Is on the kitchen stove?Is cooking what on the kitchen stove?
A. When Bonnie see the bear at Yosemite?B. When cid Bonnie see the bear at Yosemite?C. When Bonnie cftd see the bear at Yosemite?D. Did Bonnie see the bear at Yosemite when?
A. What does bring Ed to school every Monday?B. What does Ed bring to schod every Monday?C. What does Ed bring every Monday to school?D. What is Ed bring to school every Monday?
7. A. When Les and Lily are going to New York?B. When are Les and Lily go to New York?C. When is Les and Lily going to New York?D. When are Les and Lily going to New York?
8. A. What Eve and Sally want for breakfast?B. What do Eve and Sally want for breakfast?C. What does Eve and Sally want for breakfast?D. What do Eve and Sally they want for
breakfast?
A. Who saw the Superbowl on TV last month?B. Who the Superbowl saw on TV last month?C. Who saw the Superbowl last month on IV?D. Who was saw the Superbowl on TV last month?
10. A. What cfid Bill play at the party last night?B. Did Bill what play at the party last nirAt?C. What does Bill play at the party last night?D. What Bill chd play at the party last niOtt?
11. A. Where Tom and Jim were hiking last Sunday?B. Where are Tom and Jim hiking last Sunday?C. Where were Tom and Jim hiking last Sunday?D. Where Tom and Jim hiking where last Sunday?
12. A. When is the Halloween party at school?B. When the Halloween party is at school?C. is the Halloween party at school when?D. When the Halloween party at school?
13. A. Who clld exercising in the gym yesterday?B. Who is exercising in the gym yesterday?C. Who was exercise in the gym yesterckty?D. Who was exercising in the gym yesterday?
14. A. What did Andy cook yesterday for dinner?B. What did Andy cook what for dinner yesterday?C. Andy did cook what fa dinner yesterday?D. What did Andy cook for dinner yesterday?
15. A. Where are Dan and Jane their bikes fixing?B. Where is Dan and Jane fixing their bikes?C. Where are Dan and Jane fixing their bikes?D. Where Dan and Jane fhdng their bikes?
16. A. What was played at the theater last Saturday?B. What was playing at the theater last Saturcisty?C. What cild playing al the theater last Saturday?D. What is playing at the theater last Saturday?
18. A. When Emily works at Burger King?B. When does Emily works at Burger Kkig?C. Emily cktes wcwk at Burger King when?D. When does Emily work at Burger King?
19. A. Where Bud have a flat tire last week?B. Where cad Bud have a flat tire last week?C. Where does Bud have a flat tire last week?D. Where clld Bud did have a flat tire last week?
20. A. What the stuc*nts are realng in the lit:wary?B. What is the students realing in the library?C. What the students reacling in the library?D. What are the students reading in the library?
21. A. Morn and Dad's vacation when was?B. When clld Mom and Dal's vacation?C. When was Mom and Dad's vacation?D. When Mom and Dad's vacation was?
22. A. Who Is dancing in the show today?B. is dancing in the show today who?C. Who is dancing in the show is today?D. Who is dancing who in the show today?
23. A. Where Lae cats catching mice at night?B. Where do the cats they catch mice at night?C. Where do the cats catch mice at night?D. Where do the cats do catch mice at niOt?
24. A. What Nan was typing in dass yesterday?B. What did Nan typing in class yesterday?C. What was Nan type in class yesterday?D. What was Nan typing in class yesterday?
25. A. Who showed slides at the party last week?B. Who is showed slides at the party last week?C. Who showed slides last week at the party?D. Showed slides at the party last week who?
17. A. Who was painted the fence in the yard last weekend?B. Was painting the fence who in the yard last weekend?C. Who was painting the fence in the yard last weekend?D. Who the fence was painting in the yard last weekend?
NamePart II
Directions: Part II contains showt paragraphs. First, read each paragraph. Then, write wh-questions that fit eachparagraph. Look at the example to see what kinds of questlms to write.
Extunple:
BM Wes to cthk lemnade in hot weather. Mary likes soda ki the slimier and hot chocolate in the winter.
1. who
Write a wh-question on the blank line below.
2. when
Examples: When does Mary drink hot chocolate? When does Bill like to ctink lemonade?
Now, write yom own WI-question on the line below.
3. what
BEGIN PART II. Read the following short paragraMs. Write 5 appropriate wh-questions for each paragraph.
I A. Charlie Brown is happy. He passed his spelling test at school yesterday. Charlie is sitting on the front stepand eating an ice cream cone. Snoopy is eating an ice cream cone too.
1. who
1
2. when
3. where
5. who
I B. Use and Bob love animals. Lisa has a hamster, and Bob has a white mouse. Beth went to the pet storeyesterday and bouipt a big white rabbit. She named the rat** allarvey."
1. when
2. where
3. who
4. what
5. what
6. who
Thank you for participating in the Pre-Test. 1
A Teacher's Guide to:
The Question Game
Teaching English Syntax to the Deaf
Acknowledgement:
This software was developed as part of Technology for English
Communication Sldlls for the Deaf (MOD), a feckrally funded
research and development effort of the New Technology Research
Center. Funding of 100% of the project costs, in the amount of
$154,943, was provided by the Office of Special Education
Programs of the U.S. Department of Eduation Program
#84.180, Project #H180P90014.
Table of Contents
Introduction
Getting Started 3
Installing The Question Game 3
Starthig The Question Game 4
How the Program Is Omanized 6
Overview 6
Instructional Content 7
Structure of Each Section 8
Student Records 9
Accessing Student Records 10
Tips on Using the Program with Your Students 12
Sample Student Record 13
Student Progress Sheet 15
Pre and Post-Tests 16
Introduction
Most of us never need to learn how to order words in an English sentence. We have heardthe language spoken, from the very first months uf our lives. At a very young age we havelearned enough of what our language is supposed to sotmd like that we 'mow immediatelyif a sentence seems coma, or sonlitow jumbled. Putting words in the right order whenwe speak rarely requires thought, so dewly internalized is our sense of correct syntax inour mother tongue. When we order words in written expression, little more is requiredthan to imagine that we are speaking the words, and "listen" to see if they sound right
As teachers of the Deaf well know, many deaf students with severe hearing impairmentshave missed the opportrity to learn what sounds right These students cannot rely on aninner voice to guide their cice of word order. Instead, they must learn English syntax, asif they were learning a foreign language.
One has only to congder the literacy statistics kr the Deaf to appreciate how much of anobstacle severe hearing impairment creates in the ckvelopment of language skills. Theaverage deaf adult reads at the fourth grade level. Only 10 percent of the very best 18-year-old deaf students read above the eight grade level.
The traditional problem in tewhing language skills to the Deaf is that the twotraditionalmodalities of instruction, the recitation and the book, cannot be used. Because under-developed reading skills are highly cosTelated with underdeveloped verbal expressionskills, language instruction provided through written materials is rarely an answer.
Against the dint backdrop of this historically intractable problem, computer technologiescast a bright new light. Computers can present a non-auditory language environmentwhich is, in principle, nearly as rich as the auditory environments in which most verbalcommunications skills are nourished. Where textual messages would be difficult,computers can be graphical and iconic. Where human instructors tire, computers can bepatient and unwavaingly accurate. Where learners motivation wavers when confrontedwith page Air page of textbook instruction, computers can embed educational materials inmotivating and engaging games, using time-tested reinforcement techniques to sustaininterest and alertnes&
It was this promise of new technologies to which the Office of Special Education Programsof the U.S. Department of Education responded in providing funding for the developmentof this program. The Question Game begins what we hope will be a series of technology-based curriculum development efforts that make the benefits of Ow latest in computertechnology and the most current principles of instructional design available to the Deaf.
This program was developed after nearly four years of research, working closely withstucknts and teachers at the California School for the Deaf in Fremont It is based upon athorough investigation of the kinds of syntax problems that occur with significantfrequency for the Deaf. It is also based upon instructicsal methods that have been tried,tuned, retried and retuned until we know that they are highly effective and very engaging.
Finally, the program has been designed so that it is easy for both teachers and students touse. Because most deaf students have had limited, if any, access to Macintosh computers,the program begins by teaching how to sign-in to the program, and how to use a "mouse"for computer control. Because most teachers are extremely busy managing the day-to-dayinstruction in their classrooms, the program is designed so that !earners can progress
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Getting Started
This new version of The Question Game is supplied on two disks, The Question Game - 1and The Questirm Game - 2. Before you can use this program, you will need to transfer itto yc.it. Macintosh's hard disk.
It will run properly on every Macintosh that:
Has a hard disk with 1.1 MB of disk space availableUses system 6.04 or greater, andHas at least 1 MB of internal mergary.
The following instniction on installing The Question Game assume that you are familiarwith the operating system of the Macintosh. If you need more information about therudiments of folders and the operation of the mouse, phase consult your MacintoshReference Manual.
Installing The Question Game
To install The Question Gam on your hard disk, follow time steps:
1. Start your computer.
2. Create a new file folder named The Question Game to contain the software.
3. Put The Question Game -1 intothe disk drive.
4. Double-click on the disk icon toshow the disk files.
it Fife Edit View Niedai
Hard 01The Quest on baITIB
1111111HardDiak
e Question Game
stion me - 1 win
The Question Game Vocab
5. Drag The Question Game,Voczb, and Reporter from TheQuestion Game - 1 disk file tothe new The Question Game filefolder you made on your harddisk.
6. Drag The Question Game - 1 disk icon to the trash to eject it from the computer.
7. Insert The Question Game - 2 into the disk drive.
8. Double-click on the disk icon to show the files on this disk.
9. Drag Picture from The Question Game - 2 disk file to the new The QuestionGame file folder you made on your hard disk.
10. Drag the Question-Gwne -2 disk icon to the trash to eject it from the computer.
3
You have now completed the installation of the program. The Question Game file fokkryou created on your hard disk contains:
The Question GameVocabReporter, andPictures.
All few of these files, with these names, must be located in this file folder for theto function conectly (although there is nothing wrong with your changing thenanwpmitahne3file folder). As your students use the program, records of their performance, identified bytheir name, will also be found in this file. The process of automatically generating recordswill be discussed in more detail in the Student Records section of this Teacher's Guide.
Starting The Question Game
To run The Quertion Game..
1. Open The Question Game file folder.2. Double-click on the The Question Game icon.3. The title screen, shown below, will appear and begin to animate.
The animation will continue for about 10seconds, or until the learner pressesthe return key.
4
A sign-in screen appears, so the student canenter his or her name. You should besure that no two individuals enterthe same name because the program usesthe student's name to record performanceinformation.
The first time the stuckM uses The QuestionGame, the program assumes that the studenthas no experience with Mswintosh computersand presents an easy, short, very graphicalintroduction to using the mouse to control thecomputer.
ti peg taw Ilmittim Sow slick I vowlb taw' Owl as MK, dkt
If the student has already used TheQiestion Game, the programrecognizes his or her name and takesthe use- to the *main menu" screen,from which any lesson can be accessed.The learner needs to keep track of his orher progress and return to the correctpart of the program when continuing.
5
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Instructional Content
The Yes-No Game is composed of seven parts, which provide multiple opportunities tobuild yes-no questions with single and plural sub*ts, as well as preseit and past tenseyobs. Each part contains three to ten structmes of increasing length and documenteddifficulty for the Deaf.
YES-NO
Part I:Part 2:Part 3:Part 4:Review 1:Part 5:Review 2:
BE as a main verbBE as an auxiliary with tegular verbsRegular verbs with the DOES auxiliaryRegular yobs with the DO auxiliaryRegular verbs with the auxiliaries, DOES and DORegulai vabs with the DID auxilimyRegular verbs with the auxiliaries, DOES, DO, andDID
The WH-Game is composed of four sections: WHO, WHEN, WHERE, and WHAT.Each section has two to three parts with opportunities to build wIt-qtzstions with singleand plural subjects, present and past tense verbs, and regular and irregular verbs. In eachpart, the question to be built are increased in length and difficulty as the studentprogresses.
WHO:
Part 1: BE as a main vabPart 2: BE as an auxiliary with regular and irregular verbsPart 3: Regular and itregular verbs with the auxiliaries, DOES, DO,
and DID
WHEN:
Part 1: BE as a main verbPart 2: BE as a main verb with longer structures
WHERE
Part 1: BE as a main verb and as an auxiliary with regular andirregular verbs
Part 2: Regular and irregular verbs with the auxiliaries, DOES, DO,and DID
WHAT:
Part 1: BE as a main verbPart 2: BE as a main verb with longer structuresPart 3: Regular and irregular verbs with the auxiliaries, DOES, DO,
and DID
7
Structure of Each Section
Throughout the Question Game, titlescreens introduce mich section.
WI the soolasse drop iv gonthalia. Th
asime Each part of the Yes-No Game and theWh-Question Game begins with a modelingof how to build the particular questions in
Ai that part.
Fida UM awn to Ma Mama every mendoo.
WTI
A "build-a-question" screen lets stuientsconstruct questions of words, placed in theorder in which the words are dozen fr.= alist, which is carefully designed .): provideopportunities for students to make oaramontypes of syntax errors . A simple consiAeutinterface is used. Students can always clickon the QUIT button to exit the program, orthe GO button to continue to play. TheERASE button lets students correct errorsthey may have made in their selection ofwords from the list
8
OMMIZIMED 4111111711111111111111.
mi,
Congratulation screens conclude each sectionsimessfully completed and return the studestto the main menu from where they can exitthe program or select another section of theQuesrian Game.
Once an error has been detected, theprogram provides very precise andeasily understood corrective &aback.Students are gives practice items untilthey readr a mastery level for eachsyntactical structure. At this point theyare automatically advarred to the nextstructure.
Student Records
The program automatically creates a record of the entire session a student has had with TheQuesiion Game. The record is saved in the file folder that contains tie game. It has thesame name that the student typed when logging on to the program.
The record indicates which section(s) and part(s) of the program were used. For example,a record might begin with:
Yes No Game Part 2 Subject, BE-verb, Progressive Verb, Direct
Object,
The correct question is then listed. For ocample:
Are Dad and Beth cooking pizza?
The question is followed by a complete list of tries:
Tty 1: Are Dad and Beth pizza?Error: Missing progressive Airb.
Try 2: Are Dad and Beth cooking pizza?No Error.
The detail in these records can be an invaluable source of informatim about the specificsyntax skill level of each learner. A sample record from a student's session is incluctd atthe end of this guick for your reference.
Please note that in order to conserve space on your hard disk, the imogramonly saves therecord from the learnees last session. If you find these records useful in working withyour stuckants and tracking duir pmgress, remember to print them between stuckrit sessionsso that you can file them for later revkw; otherwise, the data from the next student sessionwill overwrite the prior data and you will not be able to retrieve it.
Accessing Student Records
liCitais Question Same MEI=
The Question Game Voesb
The menu bar will change so that only "File","Edit*, and "File Format" are visible. Youcan use the "File Format" menu to create arepo/ so that it can be read by eitherMicro,Soft Word or MacWrite wordprocessors.
Next, open the "File" menu and click on"Generate" (ftr genezate a report). A studentselection screen, as shown on the right, willlet you scroll through the list of students andhighlight the one whose report you want toprint. When you have done this, click on the"Open" button.
To create and print a studait's record,you should open The Question Gamefolder and double-click on the Reponericon.
Edit Fi e Format
D Phillip Dana
O Fmnk Smith
D la= Dawes
CIMINO Hard Disk
When you click on the "Open" button it actually creates the report in the computer'smemory. You are now ready to save the report to your hard disk, and the screen changes,as shown in the next illustration, to allow you to do this.
10
fThi1"TeW.F71;71;rmat
13 Phill0 Dana
13 Prank Smith
Mane Dawes
ritirporFile
I=Hard Disk
11[417M
In place of the "Open" button a"Save" button will appatr. Adefault name (tiv student's namewith "xeport" appended) willappear in a new "Repot File" box.You can move your mouse cursorover to this box and edit the nameof the report file. Usually you willsimply click on the "Save" buttonand the report will be saved to yourhard disk, in a word-processorreadable format, And placed insideThe Question gone folder.
To exit from the Reporter program, open the "File" menu co the menu-bar and click on"Quit."
To open a report you have generated, in order to review it on-screen or print it, you openThe Question Game folder and (kuble-click on the icon of the report you are Mterested in.This will opcm the document within either MacWrite or 11ficroSoft Word, whicheverhave chosen. If you have a different word processor from either of these, it will bstill be able to read the report file by importing it as ASCII text Consult your wordprocessor manual to see how this is done.
Tips On Using The Program With Your Students
Here are several recommendations fix using The Question Game most effectively:
Limit the length of a wssion for elementary school children to less than30 minutes.
Limit the length of a session for older children to less than 50 minutes.
It is usually more effective to have a student use The Question Gameevery other day, rather than every day. The program retains itsfreshness and appeal longer this way.
Even after students have finished all the lessons, which usually takes atotal of four or five hours of cumulative time with the program,periodic refresher sessions are effective, Because of the large numberof pictAires and the sizalile vocabulary students will see differentexercise materials each time tlxy go back to the program.
Most students will work through the material without any greatdifficulty. It is more important to review the automatically generateerecords of the few students who are not making rapid progress on theirown, than the many who are.
A Student Pmgress Siwet has been included with this Teacher's Guide.It is a copyable form to hand out to students so that they can check offthe lessons as they do them. This will make it easier for them, whenthey exit the program, to determine where they shcold begin again attheir next session. It also provides teachers with a form they canglance at to check how quickly the students are moving through thelessons.
For those who are interested in testing to determine quantitativelyhowmuch progess has been made by students working with The QuestionGame, the pre and post-tests which were used in field testing theprogram are included with this Teacher's Guide.
12
Sam& Student Record
Who Game - Part 3 - Subject, Verb, Adverbial of Place! Adverbial ofTime
Who ice skates in the park every winter ?Try 1:Who in the park ice skates every winter who ? Bill Mary <ERASE>
Who in the park ice skates every winter who ? Bill <ERASE>
Who in the park ice skates every winter who ? <ERASE>
Who in the park ice skates every winter who Bill Mary ?
Error: included an answer in the questionTry 2:Who in the park ice skates every winter who ?
Error: repeated wh-wordTry 3:Who in the park ice skates every winter ?
Error: misplaced main verbTry 4:Who in the park ice skates every winter ?
Error: misplaced main verbTry 5:Who ice skates in the park every winter ?
No errorWho jo is at school every Wednesday ?Try 1:Who jog at school ?
Error: missing adverbial of timeTry 2:Who jog every Wednesday <ERASE>
Who pg <ERASE>
Who every Wednesday jog at school ?
1
Error: incorrect form of the main verbTry 3:Who every Wednesday jogs at school ?
Error: misplaced main verbTry 4:Who jogs eveiy Wednesday at school ?
Error: misplaced adverbial of placeTry 5:Who jogs at school every Wednesday ?
No errorWho dances on stage every Friday ?
Try 1:Who dances on stage every Friday ?
No error
Who Game - Part 3 - Subject, Verb, Direct Ob ect, Adverbial ofPlace, Adverbial of Time
Who rode ponies in the circus last night ?Try 1:Who did rode ponies in the circus last night ?
Error: repeated main verbTry 2:Who rode ponies in the circus last night ?
No errorWho planted seeds in the garden yesterday ?Try 1:Who planted seeds in the garden yesterday ?
No error
14tJ
STUDENT PROGRESS SHEET
Name
The Macintosh instructions El
The Yes-No Game: rPart I
Part 2
Part 3 ElPart 4 flReview i
Part 5
Review 2 ElThe Who Game:
Who: Part I
Part 2
Part 3
El
When: Part 1 LIII
Part 2
Where: Part
Part 2
What: Part 1
Part 2
Part 3 ri15
Put a check in the box W1after each lesson whenyou have completed it.
Name
Age
Head the questions carefully.your answers carefully.
School
Grade Teacher
PRE-TEST
You should finish the test within 30 minutes. If you finish early, please review
Part I
Read each group of four (4) questions. Only one of the questions is correct. Choose and mark the correct
question with an X.
Example 1. Choose the correct question.
A. What did see you at the movies last itght?B. What you saw at the movies last nicgit?C. What cad you see at the movies last night?D. What was you see at the movies last night?
V Is the correct question:What did you see at the movies last night?
The correct letter, 'V,' is marked below.
A. What did see you at the movies last night?B. What you saw at the movies last night?
It What did you see at the movies Int nigte?D. What was you see at the movies last night?
Example 2. Choose the correct question.
A. Where does play soccer BM?B. Where does BM play soccer ?C. Where BM plays soccer?D. Where is BIll play soccer?
is the correct question:Where does Bill play soccer ?
Now, mark the correct letter, IL"
A. Where does play soccer Bill?B. Where does play soccer ?C. Where BM plays soccer?D. Where is BM play soccer?
BEGIN PART I. For each test item, mark the correct question with an X,
2. A.B.C.D.
3. A.B.C.D.
4. A.B.C.D.
Who is afraid of the spiders are in the closet?Who afraid of the spicktrs in the closet?Who is afraid of the spiders in the closet?Who are afraid of the spiders in the closet?
Who drives the bus every day to school?Who the bus drives to school every day?Who drives the bus to school every day?Who the bus to school every day?
When is the circus is coming to Oakland?When is the circus coming to Oaldand?When is coming the circus to Oakland?When the circus comes to Oakland?
What is looking in the kitchen window?What does looking in the kitchen window?What is looking is in the kitchen window?Is looking what in the kitchen window?
16
5. A.B.C.D.
When Ray hurt his leg at camp?When ad Ray hurt his leg at camp?When Ray did hurt his leg at camp?Did Ray hurt his leg at camp when?
6. A. What does watch Mark on TV every Sunday?B. What does Mark watch on TV every Sunday?C. What does Mark watch every Sunday on TV?D. What is Mark watch on TV every Sunday?
7. A. When Sue and Beth are coming for lunch?B. When are Sue and Beth come fix lunch?C. When is Sue and Beth coming for lunch?D. When are Sue and Beth coming for lunch?
8. A. What Bob and Jane want for Christmas?B. What do Bob and Jane want for Christmas?C. What does Bob and Jane want for Christmas?D. What do Bob and Jane they want for
Christmas?
1
A. Who war the game at school last week?B. Who the game won at school last week?C. Who won the game last week at school?D. Who was won tho> game at school last week?
10. A. What cfld the teacrer say in class yesterday?B. Did the teackw what say in class yesterday?C. What does the teacher say in class yesterday?D. What the teacher did say in class yesterday?
11. A. Where Jon and Carl were wiNking last week?B. Wiwre are Jon and Carl working last week?C. Where were Jon and Carl working last week?D. Where Jon and Carl working where last week?
12. A. When is the next baseball game at school?B. When the next baseball game is at school?C. Is the next baseball game at school when?D. When the next baseball game at school?
13. A. Who did jogging in the park yesterday?B. Who is jogOng in the park yesterday?C. Who was jog in the park yesterday?D. Who was jogging in the park yesterday?
14. A. What did Mary see last week at the zoo?B. What did Mary see what at the zoo last week?C. Mary did see what at the zoo last week ?D. What did Mary see at the zoo last week ?
15. A. Where are Jeff and Sue their computer fixing?B. Where is Jeff and Sue fixing their computer?C. Where are Jeff and Sue fixing their computer?D. Where Jeff and Sue fixing their computer?
16. A. What was played at the movies last weekend?B. What was playing at the movies last weekend?C. What did playing at the movies last weekend?D. What is playing al the movies last weekend?
18. A. When Elise work at the restaurant?B. When does Elise works at the restaurant?C. Elise does work at the restatrant when?D. When does Elise work at the restaurant?
19. A. Where Jack see the show last week?B. Where clid Jack see the shuw last week?C. Where does Jack see the show last week?D. Where ad Jack see the show last week?
20. A. What the mice are eating under the table?B. What is the mice eating under the table?C. What the mice eating under the table?D. What are the mice eating under the table?
2'.. A. June and Harry's wedding when was?B. When did June and Harry's wedding ?C. When was June and Harry's wedding?D. When June and Hany's wedding was?
22. A. Who is swimming in the pool today?B. Is swimming in the pool today who?C. Who is swimming in the pool is today?D. Who is swimming who in the pool today?
23. A. Where the girls playing ball after school?B. Where da the girls they play ball after schocd?C. Where do the girls Oay ball Wier school?D. Where do the girls do play ball after school?
24. A. What Sam was reading in his room yesterday?B. What did Sam reading in his room yesterday?C. What was Sam read in his room yesterday?D. What was Sam reading in his room yesterday?
25. A. Who cooked dinner at Jill's house last Friday?B. Who is cooked dinner at Jill's house last
Friday?C. Who cooked dinner last Friday at Jill's house ?D. Cooked dinner at Jill's house last Friday who?
17. A. Who was planted flowers in the garden last week'?B. Was planting flowers who in the garden last week?C. Who was Oantirv flowers in the garden last week?D. Who flowers was planting in the garden last week?
17
NamePart II
IDirections: Part II =tains short paragraphs. First, read each parawaph. Then, write wh-questions that fit eachparagraph. Look at the example to see what kinds of questions to write.
BUtI Exam*:
Wes to &Ink lemonade in hot weather. Mary Inces soda in the stsmner and hot chocolate In the whe
I 1. who
IA A/6J le7I (AC a 01- ?
Write a wh-question on the blank line below.
2. when
Examples: When does Mary drink hot chocolate? When does BM iike to &ink iemonade?
NOVi, write your own wh-question on the line below.
I3. what
BEGIN PART II. Read the following short paragraphs. Write 5 appropriate wh-questions for each paragraph.
111A. Last summer Mike and Pat traveled to Hawaii for a vacation. Mike tried surfing and hurt his arm. Pat went
snorkeling and saw beautiful fish in the water.
1. who
2. when
3. where
4. what
-/
1. 18
B. Bess and Toby are having a barbecue in the park. this afternoon They invited all of their friends. Toby iscooldng the hamburgers, and Bess is serving the cake and ice cream.
1. when
2. where
3. who
4. what
5. what
19
Name School
Age
POST-TEST
Grade Teacher
Read the questions carefully. You should finish the test within 30 minutes. If you finish early, please review
your answers very carefully.
Part I
Read each group of four (4) questions. Only one of the questions is correct. Choose and mark the correct
question with an X.
Example 1, Chome the cOrrect question.
A. Wiwi did see you at the movies last night?B. What you saw at the movies last rtiOt?C. What did you see at the movies last tight?D. What was you see at the movies last right?
"C" is the correct question:What did you see at the movies last night?
The correct letter, "C,* is marked below.
A. What did tee you at the movies last night?B. What you saw at the movies last niOt?
What did you see at the movies last right?D. What was you see at the movies last nicMt?
Example 2. Choose the correct question,
A. Where does play soccer Bin?B. Wtere does Bill play soccer ?C. Where Bill plays soccer?D. Where is play soccer?
118" is the correct question:Where does Bill play soccer ?
Now, mark the correct letter, 13."
A. Where does play soccer Bill?B. Where does Bill play soccer ?C. Where Bill plays soccer?D. Where is Bill play soccer?
BEGIN PART I. For each test item, mark the correct question with an X.
1. A.B.C.D.
2. A.B.C.ID.
3. A.B.C.D.
4. A.B.C.D.
Who is hungry for cookies are from the bakery? 5.Who hungry for cookies from the bakery?Who is hungry for cookies from the bakery?Who are hungry for cookies from the bakery?
Who cleans the kitchen every weekend at home?6.Who the kitchen deans at home every weekendWho cleans the kitchen at home every weekend?Who the kitchen at home every weekend?
When is Joe Montana is coming to CSDF?When is Joe Montana coming to CSDF?When is coming Joe Montana to CSDF?When Joe Montana comes to CSDF?
What is cooking on the kitchen stove?What does cooking on the kitchen stove?What is cooking is on the kitchen stove?Is cooking what on the kitchen stove?
20
A.B.C.D.
A.B.C.D.
When Bonnie see the bear at Yosemite?When did Bonnie see the bear at Yosemite?When Bonnie did see the bear at Ycsemite?Did Bonnie see the bear at Yosemite when?
What does bring Ed to school every Monday?What does Ed bring to school every Monday?What does Ed bring every Monday to school?What is Ed bring to school every Monday?
7. A. When Les and Lily are going to New York?B. When are Les and Lily go to New York?C. When is Les and Lily going to New York?D. When are Les and Lily going to New York?
8. A. What Eve and Sally want for breakfast?B. What do Eve and Sally want for breakfast?C. What does Eve and Sally want for breakfast?D. What do Eve and Sally they want for
breakfast?
9. A. Who saw the Superbowl on TV last month?B. Who the Superbowl saw on TV last month?C. Whc saw the Superbowl last month on TV?D. Who was saw the Superbowl on TV last month?
10. A. What did Bill play at the party last night?B. Did Bill what play at the party last night?C. What does Bill play at the party last night?D. What Bill did play at the party last night?
I11. A. Where Tom and Jim were hiking last Sunday?B. Where are Tom and Jim hiking last Sunday?C. Where were Tom and Jim hiking last Sunday?D. Where Tom and Jim hiking where last Sunday?
I 12. A. When is the Halloween party at school?B. When the Halloween party is at school?C. is the Halloween party at school when?D. When the Halloween party at school?
13. A. Who did exercising in the gym yesterday?B. Who is exercising in the gym yesterday?C. Who was exercise in the gym yesterday?D. Who was exercising in the gym yesterday?
14. A. What did Andy cook yesterday for dinner?B. What did Andy cook what for dinner yesterday?C. Andy did cook what for dinner yesterday?D. What did Andy cook fm dinner yesterday?
15. A. Where are Dan and Jane their bikes fixing?B. Where is Dan and Jane fixing their bikes?C. Where are Dan and Jane fixing their bikes?D. Where Dan and Jane fixing their bikes?
I16. A. What was played at the theater last Saturday?B. What was playing at the theater last Saturday?C. What did playing at the theater last Saturday?D. What is playing at the theater last Saturday?
18. A.B.C.D.
When Emily works at Burger King?When does Emily works at Burger King?Emily does work at Burger King when?When does Er.::y work at Burger King?
19. A. Where Bud have a fiat tire last week?B. Where cfid Bud have a fiat tire last week?C. Where does Bud have a flat tire last week?D. Where did Bud did have a flat tire last week?
20. A. What the students are reading in the library?B. What is the students reading in the library?C. What the students reading in the library?D. What are the students reacfing in the library?
21. A. Mom and Dad's vacation when was?B. When cfid Mom and Dad's vacation?C. When was Mom and Dad's vacation?D. When Mom and Dad's vacation was?
22. A. Who is dancing in the show today?B. is dancing in the show today who?C. Who is dancing in the show is today?D. Who is dancing who in the show today?
23. A. Where the cats catching mice at night?B. Where do the cats they catch mice at night?C. Where do the cats catch mice at night?D. Where do the cats do catch mice at night?
24. A. What Nan was typing in class yesterday?B. What did Nan typing in class yesterday?C. What was Nan type in class yesterday?D. What was Nan typing in class yesterday?
25. A. Who showed slides at the party last week?B. Who is showed slides at the party last week?C. Who showed slides last week at the party?D. Showed slides at the party last week who?
17. A. Who was painted the fence in the yard last weekend?B. Was painting the fence wtio in the yard last weekend?C. Who was painting the fence in the yard last weekend?D. Who the fence was painting in the yard last weekend?
21jj
NamePart 11
Directims: Part II contains shirt paragraphs. First, read each paragraph. Then, write wh-questions that fit eachparagraph. Look at the example to see what kinds of questions to write.
Bill likes to drink lemonade in hot weather. Mary likes soda in the summer and hot chocolate in the winter.
t who
Licu het- cilec.c&A,
Write a wh-question on the blanic line below.
2. when
Examples: When does Mary drirk hot chocolate? When does Bill like to drink lemonade?
Now, write your own wh-question on the line below.
3. what
BEGIN PART II. Read the following short paragraphs. Write 5 appropriate wh-questions for each paragraph.
A. Charlie Brown is happy. He passed his spelling test at school yesterday. Charlie is sitting on the front stepand eating an ice cream cone. Snoopy is eating an ice cream cone too.
1. who
2. when
3. where
4. what
5. who
I B. Lisa and Bob love animals. Usa has a hamster, and 8ob has a white mouse. Beth went to the pet storeyesterday and bought a big white rabbit She named the rabbit 'Harvey."
1. when
2. where
I 3. who
111
4. what
5. what
6. who
' I23 "