Secord W A, Wiig E H
Division of Speech and Hearing Science, Ohio State University, Columbus 43210-1002.
Folia Phoniatr (Basel). 1993;45(1):1-9. doi: 10.1159/000266202.
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.
