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Metaphoric Competence in Children with Learning Disabilities

Rene Friemoth Lee received her PhD in speech-language development and disorders from Memphis State University. She currently is in private practice and serves as a consultant to area schools and hospitals. Dr. Lee specializes in spoken and written language disorders of children and adolescents. Address: Rene Friemoth Lee, 2670 Union Ave. Ext., Suite 1120, Memphis, TN 38112.

Alan G. Kamhi

Alan G. Kamhi received his PhD in speech and hearing sciences from Indiana University. He currently is an associate professor in the Department of Audiology and Speech Pathology at Memphis State University. Dr. Kamhi's research focuses on normal language development and spoken and written language disorders.

Metaphoric competence was examined in two groups of children with learning disabilities and one group of nondisabled peers ranging in age from 9-0 to 11-0 years. There were five girls and seven boys in each group. One group of students with learning disabilities had a history of spoken language impairment and the other group did not. Subjects were administered three verbal metaphor tasks (comprehension, preference, and completion) and a visual metaphor task, the Metaphor Triads Task (MTT). The three verbal metaphor tasks were administered in three contexts: (a) sentence, (b) story, and (c) story plus visual (pictorial) support. The group with a history of language impairment consistently performed more poorly on the metaphor tasks than the group without a history of language impairment, who, in turn, performed more poorly than the nondisabled children on all but the MTT. Context variations had no effect on children's performance. Theoretical and clinical implications will be discussed.

Journal of Learning Disabilities, Vol. 23, No. 8, 476-482 (1990)
DOI: 10.1177/002221949002300805


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