Abstract
Idiom interpretation under two different presentation modes, Isolation and Context, was examined developmentally in 475 adolescents ages 14 through 17. Results demonstrated that accuracy was greater for idioms in Context than idioms in Isolation, and that accuracy for both presentation modes slowly improved during the target age range. However, even the oldest subjects had not yet mastered the task in either mode. Qualitative analysis indicated that No Response, Literal, and Unrelated error types were produced most often by the youngest subjects but tended to decrease as subject age increased. In general, more No Response, Literal, Related, and Unrelated error types were produced for idioms in Isolation than in Context, but more Restatement errors were produced for idioms in Context. It was also found that idiom interpretation was significantly correlated to specific measures of literacy in 16-year-olds.
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