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Metaphor and Symbol Volume 17, 2002 - Issue 1
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Original Articles

Figurative Language Development Research and Popular Children's Literature: Why We Should Know, "Where the Wild Things Are"

Herbert L. Colston
&
Melissa S. Kuiper
Pages 27-43 | Published online: 17 Nov 2009

Citations (15)

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Read on this site (2)

Natalia Banasik-Jemielniak. (2022) “Unicorn humour isn’t very subtle.” Graphic novels and comics as a potential didactic tool for teaching irony to children: the example of Dana Simpson’s Phoebe and her unicorn. Journal of Graphic Novels and Comics 13:2, pages 302-309.
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Kathleen Ahrens. (2011) A Worldwide Network for Children's Writers and Illustrators. New Writing 8:3, pages 312-320.
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Articles from other publishers (13)

Timothy HUANG & Lizbeth H. FINESTACK. (2023) Comprehension of indirect answers: Developmental trajectory for preschool- and early elementary school-aged children with typical development. Journal of Child Language, pages 1-24.
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Alyssa R. Henry & Emily J. Solari. (2021) Developing Social Knowledge to Support Reading Comprehension in Elementary Students With ASD. TEACHING Exceptional Children 54:4, pages 306-314.
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Tamara Kalandadze, Johan Braeken, Cecilia Brynskov & Kari-Anne Bottegaard Næss. (2021) Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter. Journal of Autism and Developmental Disorders 52:1, pages 316-326.
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Keith M. Graham, Sharon D. Matthews & Zohreh R. Eslami. (2021) Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies. Latin American Journal of Content & Language Integrated Learning 13:2, pages 163-189.
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Lucy Benjamin, Caroline Newton & Susan Ebbels. (2019) Investigating the effectiveness of idiom intervention for 9–16‐year‐olds with developmental language disorder. International Journal of Language & Communication Disorders 55:2, pages 266-286.
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Deborah Bergman Deitcher, Dorit Aram & Gali Adar. (2017) Book selection for shared reading: Parents’ considerations and researchers’ views. Journal of Early Childhood Literacy 19:3, pages 291-315.
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Miroslava Süčová Vernarská & Petra Zelenayová. (2018) Gender and Developmental Aspects of Metaphor and Metonymy Comprehension Processes. Psychology and Pathopsychology of Child 52:2, pages 107-126.
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Tamar Kalandadze, Courtenay Norbury, Terje Nærland & Kari-Anne B Næss. (2016) Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review. Autism 22:2, pages 99-117.
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Dorit Ravid & Liat Hershkovitz. 2017. Developmental Perspectives in Written Language and Literacy. Developmental Perspectives in Written Language and Literacy.
Hee-Sook Bae & Sunghee Park. (2017) Developmental Aspects of Figurative Expression according to Discourse Types in Writing of School-Aged Children. Communication Sciences & Disorders 22:2, pages 245-256.
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Eric L. Olofson, Drew Casey, Olufemi A. Oluyedun, Jo Van Herwegen, Adam Becerra & Gabriella Rundblad. (2014) Youth with Autism Spectrum Disorder Comprehend Lexicalized and Novel Primary Conceptual Metaphors. Journal of Autism and Developmental Disorders 44:10, pages 2568-2583.
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Elisabeth M. Whyte, Keith E. Nelson & Kiren S. Khan. (2011) Learning of idiomatic language expressions in a group intervention for children with autism. Autism 17:4, pages 449-464.
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J.C. Ripoll Salceda & G. Aguado Alonso. (2007) Comprensión de metáforas y su relación con la comprensión lectora y el rendimiento escolar. Revista de Logopedia, Foniatría y Audiología 27:2, pages 56-66.
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