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
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DOI：
10.1044/1092-4388(2008/07-0269
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发表时间：
2008-12-01
影响因子：
2.6
通讯作者：
Towse, Andrea S.
中科院分区：
文献类型：
--
作者：
Cain, Kate;Towse, Andrea S.
目的：探讨特定阅读理解障碍儿童成语理解困难的根源。方法：9 ~ 10岁儿童分为两组（ns = 15）。一组具有与年龄相适应的单词阅读和阅读理解能力；另一组具有与年龄相符的单词阅读能力，但阅读理解能力较差。每个孩子都完成了语义分析技能的独立评估和习语理解的2个选择题评估。在1个评估中，习语短语被嵌入到支持性故事语境中；在另一份评估报告中，它们是断章取义的。比较了透明习语（可以通过语义分析进行解释）和不透明习语（只能在不知道含义的情况下通过上下文推断来解释）的表现。结果：各组表现出相当的语义分析能力和对透明成语的理解。理解力差的儿童在使用支持性语境来帮助他们理解不透明的习语方面受到损害。结论：阅读理解能力差的儿童成语理解困难的一个原因是语境推理能力差；没有证据表明糟糕的语义分析技能导致了他们的困难。应支持理解力差的儿童运用语境来理解不熟悉的比喻性语言。
Purpose: 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 age-appropriate word reading and reading comprehension; the other group had age-appropriate word reading but poor reading comprehension. Each child completed an independent assessment of semantic analysis skills and 2 multiple-choice assessments of idiom comprehension. In 1 assessment, idiomatic phrases were embedded in supportive story contexts; in the other assessment, 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.