The relationship of figurative language and reading comprehension in mildly handicapped and normal students

Author

Karen D. Little

Date of Award

8-1981

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

Laurence J. Coleman

Committee Members

Charles Hargis, Carolynn Washbon

Abstract

The purpose of this study was to examine the relationship between figurative language and reading ability in mildly handicapped and normal students. This study attempted to answer the following research questions:

1. Are there significant differences between mildly handicapped and normal students in comprehension of figurative language?

2. Are there significant differences among mildly handicapped students in comprehension of figurative language?

3. Are there significant correlations among normal students in comprehension of figurative language?

4. Are there significant correlations between reading ability and comprehension of figurative language for normal students?

5. Are there significant correlations between reading ability and comprehension of figurative language for mildly handicapped students?

6. Are there significant differences between reading ability and comprehension of figurative language?

Sixty subjects were divided into two groups--mildly handicapped and normal. Information concerning their performance on measures of intelligence, reading, and figurative language comprehension were obtained from school records and testing. Multiple comparisons tests and correlational techniques were used to discern relationships and differences among the variables.

Normal students were found to comprehend novel and total figurative language better than the mildly handicapped students. The ability to comprehend figurative language increased as both intelligence and reading ability increased in the normal sample. No significant relationships were found between figurative language comprehension and intelligence and reading ability in the mildly handicapped. Good readers, regardless of whether they are mildly handicapped, comprehended figurative language better than poor readers. Finally, figurative language, reading ability, and intelligence are significantly related in normal students but not in mildly handicapped students.

Suggestions for further research concerning the mildly handicapped and figurative language are offered.

Recommended Citation

Little, Karen D., "The relationship of figurative language and reading comprehension in mildly handicapped and normal students. " Master's Thesis, University of Tennessee, 1981.
https://trace.tennessee.edu/utk_gradthes/15230