The primary purposes of this investigation were to determine if: (1) there is a difference in the ability of nondisadvantaged and disadvantaged sixth grade students to interpret metaphorical language. (2) there is a relationship between the metaphorical language interpretation test scores and the reading ability of nondisadvantaged and disadvantaged sixth grade students. (3) there is a difference between nondisadvantaged and disadvantaged sixth grade students in the ability to interpret specific types of tropes. / In addition, the investigator sought to find which types of tropes that nondisadvantaged and disadvantaged sixth grade students most often failed to interpret properly. / The population consisted of 389 sixth grade students from two urban elementary schools in Duval County, Florida. All subjects were reading at or above the fourth grade level. The instrument used was the Tullos' Test of Metaphorical Language Interpretation. / Eight hypotheses were tested. The t-test was used to test hypotheses 1, 3, 4, 5, 6, 7, and 8. Hypothesis 1 was, "There is no significant difference between nondisadvantaged and disadvantaged sixth grade students in the ability to interpret metaphorical language." That hypothesis was rejected at the .05 alpha level. / Hypotheses 3, 4, 5, 6, 7, and 8 were, "There are no significant differences between the means of the subtests scores." All of those hypotheses failed to be rejected at the .05 alpha level. / Hypothesis 2 was, "There is no relationship between the metaphorical language interpretation test scores and the reading levels of nondisadvantaged and disadvantaged sixth grade students." The Pearson Product-Moment Coefficient of Correlation was used to test that hypothesis. The result was r = .81. Thus the null hypothesis was rejected. / Inspection of the subtests mean scores of specific types of tropes indicated both groups of nondisadvantaged and disadvantaged sixth grade students had the greatest difficulty with personifications. Metonomy was the least difficult. / The conclusions were: (1) There is a significant difference between nondisadvantaged and disadvantaged sixth grade students in the ability to interpret metaphorical language. (2) A high positive correlation exists between metaphorical language interpretation ability and reading. (3) There are no significant differences between nondisadvantaged and disadvantaged sixth grade students in the ability to interpret specific types of tropes. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0410. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74737 |
| Contributors | GONZAGA, FRANCESCA ESTRELLA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 62 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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