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Peer reviewedNippold, Marilyn A.; Taylor, Catherine L. – Journal of Speech and Hearing Research, 1995
Elementary and secondary students (N=150) were given a forced-choice task of idiom understanding. Performance on tasks steadily improved with age, and idioms with higher familiarity and transparency were easier for students to understand. Results support the language experience model of figurative language development and the hypothesis that…
Descriptors: Age Differences, Comprehension, Elementary Secondary Education, Familiarity
