Citation

Delain MT, Pearson PD, Anderson RC. Am. Educ. Res. J. 1985; 22(2): 155-173.

Copyright

(Copyright © 1985, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312022002155

PMID

unavailable

Abstract

This research explored the hypothesis that the rich and varied experience of black youth with figurative language outside school would enhance their understanding of figurative language in school texts. Path analysis confirmed that for black students, "sounding" skill as well as general verbal ability, has a direct influence on figurative language comprehension. Black language ability influences figurative language comprehension indirectly through its effect on sounding skill. For white students, only general verbal ability affects figurative language comprehension.