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Peer reviewedBaechle, Cathy L.; Ming-Gon, John Lian – Journal of Learning Disabilities, 1990
This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…
Descriptors: Abstract Reasoning, Drills (Practice), Elementary Education, Feedback
