Comprehension of Proverbs by Average Children and Children with Learning Disorders

Abstract

Learning disabled and average learners in grades 2, 4, and 6 were asked to tell the meanings of 12 proverbs. Responses were evaluated for correctness, metaphoric quality, articulation, and awareness of task demand. Results indicated a moderately significant difference in metaphoric correctness of response between the two ability groups only at the 6th grade. Subsequently, quality of responses was analyzed using scoring dimensions derived from Piagetian theory. Those analyses revealed developmental lags in the learning disabled group, one which seemed to disappear by the 6th grade, and one which did not, and which may involve factors necessary but not sufficient for proverbial comprehension. Educational implications and directions for future research are suggested in the light of current metacognitive and brain lateralization approaches to the education of learning disabled children.