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There are studies that have shown that children - both delayed and typical - from 3-7 are significantly less successful in figuring out what category of information is needed, and providing the answer requested; especially when the question refers to something not immediately in front of them. While children with delayed language development may acquire skills with questions along the same general line as typically developing kids, we don't know nearly as much about how kids with language learning disorders figure out how to answer Wh-questions. Over the years, I have accumulated many responses to Wh-questions from my students/clients. "Where do you sleep?" "At night." "When do you sleep?" "In bed." And many of the children with whom I've worked simply repeat the last word heard, "sleep," if they talk at all. In order for these children to learn how to answer questions, they need first to be taught how to figure out what kind of a word is needed, and how to access these words in their vocabularies. That sounds logical, but many interventions focus more on learning rote responses to typical questions that actually teaching the strategy. And knowing what kind of a word is wanted to answer what kind of a Wh-question is crucial in learning the skill. Answering Wh-questions is something that our children are asked to do on a daily basis. In school and at home, we are always wanting to know what did they do, who did they do it with, where were they, when did they do it. Where did the character go, when did this important event happen? What is he doing? From the most basic communicators to general education students answering questions is an important language skill that is the basis for much of our interacting. Imagine having a conversation without being able to ask and answer Wh-questions. Social interactions would come to a standstill. And for too many of our children, this is exactly what happens.
Susan Berkowitz, M.S.,M.Ed., C.C.C.,SLP |