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Abstract ▼ AI-Helper

The Present study investigated proverb comprehension in school age children from low-income and multicultural families. Twenty five children in grade 2 to 5, fifteen children from low-income families and fifteen children from multicultural families administered a written forced-choice task in whic...

The Present study investigated proverb comprehension in school age children from low-income and multicultural families. Twenty five children in grade 2 to 5, fifteen children from low-income families and fifteen children from multicultural families administered a written forced-choice task in which each proverbs were presented in the context of a short paragraph, followed by four possible interpretations. The task contained six instances of four different types of proverbs; opaque-familiar, opaque-unfamiliar, transparent-familiar, and transparent-unfamiliar. Proverbs were classified as the opaque type when comprised of literal meaning statement, and proverbs were classified as transparent type when comprised of figurative meaning statement. The statistic of t-test and ANOVA with repeated measures were used to test statistically significant differences. The results obtained were as follows: 1) Overall performances on the task were not significantly different as a function of group, and overall accuracy score of 42.22%, 44.72% were obtained by the two groups, respectively; 2) Significant main effects were obtained for familiarity. Familiar proverbs were easier to understand than unfamiliar proverbs, but interaction effect between group and familiarity was not significant; 3) Significant main and interaction effects were not obtained for transparency. It is discussed that insufficient language stimulation can affect the familiarity of proverbs and language therapy for these populations should focus on providing learning opportunity for proverbs in order to make up the environmental insufficiency.

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