DIFFERENTIATION FOR DIFFERENTIATION FOR LANGUAGE-IMPAIRED LANGUAGE-IMPAIRED

STUDENTSSTUDENTSHow to Write Tests that are

Language-Friendly

By Ande Olson, SLP

Why rewrite tests?

• Poorly worded test questions may unfairly cause a low grade if the student doesn’t understand what the question is asking.

• Tests that are composed by book manufacturers often ask questions that are not language-friendly.

• Language-impaired students may know the

necessary information, but be unable to communicate this knowledge effectively.

Poorly-Worded Tests Vs. Language-Friendly Tests…..

Confusing Questions…1) Everything in the world

that takes up space and has mass is made of ______.

2) Color, shininess, and hardness are _____ describing some metals.

Could be worded as…1) What is matter? OR _____ A. takes up space B. and has mass?

2) Words like shiny/dull, hard/soft, etc. tell about a metal’s ___ .A. propertiesB. forms

An alternate way to say…

3) When nutrient and calorie input is greater than energy output, a person can become

A. Obese

B. Underweight

C. The correct weight

D. Healthy

3) What happens when a person eats too much and doesn’t exercise enough?

A. He becomes very fat or obese.

B. He becomes very skinny or underweight.

C. He stays at the correct weight.

D. He gets healthy.

Another example….

4) Which of the following hinder the digestive system?

A) Broccoli

B) Stress

C) Exercise

D) Water

4) Healthy habits help a person digest food. What could slow down digestion?

A) Broccoli

B) Stress

C) Exercise

D) Water

One more example…

5) Which way was not how Europeans learned about unknown lands?

A) Saga

B) Internet

C) Maps

D) Globes

5) Circle 3 ways that Europeans learned about places they wanted to explore.

A) Saga

B) Internet

C) Maps

D) Globes

The last example…

6) What was not one of the reasons why Europeans didn’t explore unknown lands?

A) Not interested

B) Scared of boiling water

C) Scared of mermaids

D) Scared of sea monsters

6) Some Europeans chose not to explore unknown lands. Circle three reasons why they didn’t want to explore new places. They were:

A) Not interested in exploring

B) Scared of boiling water in the ocean

C) Scared of mermaidsD) Scared of sea monsters

How can a teacher help language-impaired students?

1) Use “wh” questions on tests, and worksheets, whenever possible, such as:

• What is matter?• Why were people afraid to

explore new lands?• Who looked for the Fountain

of Youth?• Where do reptiles live?• When did Columbus discover

America?

And…

2) Avoid asking negative questions, such as “Why didn’t….?“When don’t…?

Instead ask “Why did…or When do..?

3) Avoid using indirect objects in questions, such as “Three tools used by the Incas included…”

Instead ask “Which 3 tools did the Incas use?”

Other suggestions…

• Watch for vocabulary that may be unfamiliar to language-impaired students, even though most students understand it. Paraphrase and use visual cues when possible. Ask them directly, “Do you know what ____means?”

• Be aware that words with double meanings are often misunderstood by language-impaired students, who are likely to use the most concrete meaning for the word.

• Be ready to explain idioms and inferences, and to point out context clues.

• Avoid using starter phrases, such as “Tell me what a__ is”. Just ask “What is a ___?”

Be flexible on essay questions…

Because test items such as: “Write a descriptive paragraph on..” or “explain the relationship between..” or “describe how…” can be overwhelming for language-impaired students, offer alternatives to students, such as……

Essay alternatives…

• Tell me personally or on a tape recorder what you learned about…

• Draw a picture or cartoon that shows…

• Make up a play, a song, a rap that tells…

• Make a power point about…

• List 10 important facts about…

• Make a movie about…

YOU CAN BE A HERO!

• Teachers make the difference as to whether a language-impaired student feels like a success or a failure!

• Take the time to help your language-impaired student succeed!