The Effects of Direct Feedback and Practice on Metaphor Performance in Children with Learning Disabilities

Children with learning disabilities may have a problem in interpreting metaphor and need specific guidance and practice. This study found that direct feedback and practice could significantly increase metaphor performance of these children. Further descriptive analyses indicated that grade and readi...

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Bibliographic Details
Published in:Journal of learning disabilities 1990-08, Vol.23 (7), p.451-456
Main Authors: Baechle, Cathy L., John Lian, Ming-Gon
Format: Article
Language:English
Subjects:
Abstract Reasoning
Adolescent
Biofeedback, Psychology
Biological and medical sciences
Child
Child clinical studies
Communication disorders
Drills (Practice)
Elementary Education
Feedback
Female
Generalization
Humans
Language and communication disorders
Learning Disabilities
Learning Disorders - rehabilitation
Male
Medical sciences
Metaphors
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Remedial Teaching - methods
Remedial Teaching - standards
Semantics
Teaching Methods
Verbal Development
Verbal Learning
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Description
Summary:Children with learning disabilities may have a problem in interpreting metaphor and need specific guidance and practice. This study found that direct feedback and practice could significantly increase metaphor performance of these children. Further descriptive analyses indicated that grade and reading levels of the subjects correlated with their metaphor performance.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949002300710