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

Baechle, Cathy L.; Ming-Gon, John Lian

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Peer reviewed

ERIC Number: EJ416556

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2194

EISSN: N/A

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

Baechle, Cathy L.; Ming-Gon, John Lian

Journal of Learning Disabilities, v23 n7 p451-55 Aug-Sep 1990

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor performance. (Author/PB)

Descriptors: Abstract Reasoning, Drills (Practice), Elementary Education, Feedback, Generalization, Learning Disabilities, Metaphors, Performance, Teaching Methods, Verbal Development, Verbal Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A