Levorato M Chiara, Roch Maja, Nesi Barbara
University of Padova, Italy.
J Child Lang. 2007 Aug;34(3):473-94. doi: 10.1017/s0305000907008008.
The relation between text and idiom comprehension in children with poor text comprehension skills was investigated longitudinally. In the first phase of the study, six-year-old first graders with different levels of text comprehension were compared in an idiom and sentence comprehension task. Text comprehension was shown to be more closely related to idiom comprehension than sentence comprehension. The follow-up study, carried out eight months later on less-skilled text comprehenders, investigated whether an improvement in text comprehension was paralleled by an improvement in idiom comprehension. The development of sentence comprehension was also taken into account. Children who improved in text comprehension also improved in idiom comprehension; this improvement was, instead, weakly related to an improvement in sentence comprehension. The relationship between text and idiom comprehension is discussed in the light of the Global Elaboration Model (Levorato & Cacciari, 1995).
对阅读理解能力较差的儿童的文本与习语理解之间的关系进行了纵向研究。在研究的第一阶段，对具有不同文本理解水平的六岁一年级学生进行了习语和句子理解任务的比较。结果表明，文本理解与习语理解的关系比与句子理解的关系更为密切。八个月后，对文本理解能力较差的学生进行了后续研究，调查文本理解能力的提高是否与习语理解能力的提高同步。同时也考虑了句子理解的发展情况。文本理解能力提高的儿童在习语理解方面也有所提高；相反，这种提高与句子理解的提高关系较弱。根据全局细化模型（Levorato & Cacciari，1995）对文本与习语理解之间的关系进行了讨论。
