The relation between children’s reading comprehension level and their comprehension of idioms

Cain, Kate; Oakhill, Jane; Lemmon, Kate

doi:10.1016/j.jecp.2004.09.003

Cited by 109 publications

(123 citation statements)

References 30 publications

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“…Using an explanation task, we found a relation between reading comprehension and understanding of idioms, in support of the work by Levorato, Nippold and their colleagues (Cain, Oakhill, & Lemmon, 2005). Cain et al's study included novel idioms to eliminate confounds of prior knowledge and exposure to the idioms, which are related to age and language level.…”

supporting

confidence: 85%

“…Children with language difficulties often struggle with idiom comprehension (Kerbel, 1998;Kerbel & Grunwell, 1998). Our focus in this paper is to identify the source of idiom processing difficulties in children with specific reading comprehension difficulties (Cain, Oakhill, & Lemmon, 2005;Levorato, Nesi, & Cacciari, 2004).…”

mentioning

confidence: 99%

“…Cain et al (2005) used an explanation task to assess idiom comprehension, which may disadvantage children with language difficulties because they are required to produce a verbal response (Spooner, Gathercole, & Baddeley, 2006). Our previous work may have underestimated poor comprehenders' abilities and a multiple-choice task may provide a more sensitive measure of idiom understanding in children with comprehension difficulties.…”

mentioning

confidence: 99%

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To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children With Reading Comprehension Difficulties

Cain

Towse

2008

J Speech Lang Hear Res

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Published in Journal of Speech, Language and Hearing Research. Vol 51, pp. 1538-1549 Idiom understanding and reading difficulties 2 AbstractPurpose: The aim was to identify the source of idiom understanding difficulties in children with specific reading comprehension failure.Method: Two groups (Ns=15) of 9-to 10-year-olds participated. One group had ageappropriate word reading and reading comprehension; the other had ageappropriate word reading, but poor reading comprehension. Each child completed an independent assessment of semantic analysis skills and two multiple-choice assessments of idiom comprehension. In one, idiomatic phrases were embedded in supportive story contexts; in the other they were presented out of context. Performance on transparent idioms, which are amenable to interpretation by semantic analysis, and opaque idioms, which can only be interpreted by inference from context if the meaning is not known, was compared. Results:The groups demonstrated comparable semantic analysis skills and understanding of transparent idioms. Children with poor comprehension were impaired in the use of supportive context to aid their understanding of the opaque idioms. Conclusions:The study identifies poor inference from context as a source of the idiom understanding difficulties in children with poor reading comprehension; there was no evidence that poor semantic analysis skills contributed to their difficulties.Children with poor comprehension should be supported in the use of context to understand unfamiliar figurative language. WC=200

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confidence: 85%

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confidence: 99%

mentioning

confidence: 99%

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To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children With Reading Comprehension Difficulties

Cain

Towse

2008

J Speech Lang Hear Res

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“…A literatura mostra que a proficiência leitora está diretamente ligada à compreensão de linguagem figurada (CAIN et al, 2005), dado que uma maior habilidade leitora melhora o desempenho em um teste de linguagem figurada. Além de manipular o fator tipo de escola, será interessante incluir uma nova faixa etária com crianças mais novas, em idade pré escolar, em pesquisas futuras.…”

Section: Ei 5 (Suj 391 Masc 9a8m)unclassified

Compreensão de expressões idiomáticas em período de aquisição da linguagem

Siqueira

Duarte²,

Baiocco

et al. 2017

Let. Hoje (Online)

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São muitos os estudos sobre a compreensão de expressões idiomáticas. Entretanto, ainda são raros os trabalhos sobre o tema no desenvolvimento da linguagem em língua portuguesa. Este artigo tem por objetivo apresentar a aplicação e os resultados de uma tarefa de compreensão de expressões idiomáticas em 270 participantes em três faixas etárias (crianças, adolescentes e adultos). A tarefa é composta por seis itens: sentenças seguidas de uma pergunta aberta e uma pergunta fechada. A comparação das respostas nos três grupos indica um aumento gradual na compreensão de expressões idiomáticas. Além da idade, discute-se a implicação das variáveis linguísticas contexto, transparência, metaforicidade e familiaridade na compreensão do fenômeno. As análises sugerem que esse fenômeno complexo deve ser estudado levando em conta todos esses aspectos.

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“…Cabría entonces preguntarse si guarda alguna relación la adquisición de la lectoescritura que se produce en estos años. Ya existen algunos estudios que intentan relacionar la comprensión de frases hechas y el dominio de la lectura (Cain et al, 2005;Ramos y Crespo, 2006). No obstante, éste es un vínculo que debe ser todavía explorado.…”

Section: Conclusionesunclassified

La Comprensión Oralde Las Frases Hechas: Un Fenómeno De Desarrollo Tardío Del Lenguaje

Crespo

Cáceres

2006

RLA

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RESUMENEl presente artículo tiene por objetivo informar del desarrollo de la comprensión oral de las frases hechas de contenido metafórico en niños y niñas de edad escolar. Una vez revisados los criterios para clasificar las unidades fraseológicas en español en colocaciones, locuciones y refranes (Corpas, 1997) , se presenta el modelo de Levorato y Cacciari (1992) que intenta dar cuenta del desarrollo de esta habilidad después de los cinco años. Asimismo, se presentan los resultados de la medición de la comprensión de frases hechas en 900 sujetos entre los cinco y los trece años a través de un software interactivo (IMIP). Se reportan diferencias significativas en el grado de comprensión de enunciados metafóricos entre todos los grupos de edad considerados de manera creciente. Además, los contrastes no paramétricos permiten establecer que -si bien todos los enunciados resultaron ser relativamente fáciles-las colocaciones son las que obtuvieron puntajes mejores, les siguieron los refranes y resultaron más difíciles de responder las locuciones. Asimismo, se estableció que un alumno con buen nivel comprensivo de las colocaciones también logra un buen nivel en locuciones y refranes, lo contrario ocurre con los alumnos que evidencian un bajo nivel. Finalmente, se concluye que los resultados coinciden con el modelo de adquisición de Levorato y Cacciari (1992, 1995, aunque se hace necesario considerar otros factores que influencian la comprensión oral de las frases hechas.Palabras claves: Comprensión oral, frase hecha, metáfora, desarrollo. ABSTRACTThis article reports on the development of school children's oral comprehension of idioms having a metaphorical content. Once the criteria for classifying the idiomatic units into collocations, phrases, and sayings (Corpas, 1997) have been reviewed, the Levorato &

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The relation between children’s reading comprehension level and their comprehension of idioms

Cited by 109 publications

References 30 publications

To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children With Reading Comprehension Difficulties

To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children With Reading Comprehension Difficulties

Compreensão de expressões idiomáticas em período de aquisição da linguagem

La Comprensión Oralde Las Frases Hechas: Un Fenómeno De Desarrollo Tardío Del Lenguaje

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