Abstract
Interpretations of figurative language expressions were compared in matched samples of 28 language/learning-disabled (LLD) and 28 academically achieving (non-LLD) adolescents. LLD adolescents performed significantly poorer than their non-LLD age peers. All but 1 of 12 figurative language expressions contributed to the significant group difference. Stepwise discriminant analysis identified 3 figurative expressions as the best single predictors of an LLD group placement. Qualitative analysis indicated that the LLD group produced predominantly literal error interpretations while the non-LLD controls produced predominantly partial and/or incomplete error interpretations. The results indicate that interpretation and matching of figurative language expressions can assess levels of acquisition of metaphoric ability by adolescents and provide suggestions for intervention.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
