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KMID : 1036820160210020217
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Communication Sciences & Disorders
2016 Volume.21 No. 2 p.217 ~ p.229
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Idiom Comprehension of Middle School Students with Reading Comprehension Difficulty
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Song Hyun-Ju
Kim Jae-Ock
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Abstract
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Objectives: This study aimed to compare the idiom comprehension abilities of middle school students with and without reading comprehension difficulty depending on semantic transparency and the context given.
Methods: Ten 3rd year middle school students with reading comprehension difficulty and 100 without were asked to fill out a questionnaire composed of 30 idiomatic expressions, which were classified into three types by semantic transparency (half transparent, half opaque, opaque) and two types of tasks (independent and context-based).
Results: The findings are as follows. The idiom comprehension ability of students with reading comprehension difficulty was significantly lower than the ability of normal readers. Students with reading comprehension difficulty were not affected by the semantic transparency of idioms, but normal readers were affected. While normal readers were affected by the task type, it had no effect on the idiom comprehension of students with reading comprehension difficulty.
Conclusion: The study indicates that semantic transparency and context have no significant effects on the idiom comprehension of students with reading comprehension difficulty. Therefore, to improve the comprehension of students with reading comprehension difficulty, they should be exposed to various idioms in diverse situations. Also, reading education should be tailored to their level of understanding by developing various education models and utilizing proper contexts.
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KEYWORD
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Reading comprehension difficulty, Idiom comprehension, Semantic transparency, Context-based task
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