1. In course materials and activities, provide models of wh-question types using the course content.
2. Allow students to formulate and respond to who, what, when, where, why, and how questions that are tied specifically to course content.
3. On quizzes and examinations where comprehension is critical, avoid using the more difficult wh-question structures. Choose alternative, simpler wh-questions.
4. Take the time to correct student assignments not only with respect to content knowledge, but also with respect to English skills. Rather than focusing on all of a student’s errors, focus on one particular skill such as wh-question formulation and responses to specific wh-question types.
5. Devise your own methods for getting a rough assessment of your students’ wh-question knowledge in order to anticipate the degree to which this knowledge might affect successful learning.