Background Knowledge	Readings (10)	-

Idiom Stories

Nippold, M.A. (1991).
Evaluation and enhancing idiom comprehension in language-disorderd students.
Language, Speech, and Hearing Services in Schools, 22, 100-106.

Abstracted and Adapted by The Online Academy

---

Individuals with poor listening and reading comprehension skills are often baffled by idioms. Nippold (1991) has made the following suggestions about the type of introductory statement, story, and questions that might be presented to a student to help with the understanding of a specific idiom:

Introduce the story: "I want you to listen to a story that contains the idiom, "from scratch." It will be easier to understand the idiom if you listen carefully to the story. After the story, I will ask you some questions."

Read or tell the story: "Barbara and Jesse had planned to go to a picnic and football game one fall afternoon, but it was raining so hard they had to stay home. Their mom said that they could bake blueberry muffins. She wanted them to use the muffin mix so they wouldn't use the flour she needed to make her special Italian bread. Because they couldn't find the muffin mix, they decided to make the muffins from scratch. The muffins were delicious, but their mother was upset when she found that all her flour was gone!"

Ask questions, and respond after each one by confirming or correcting:

1. Where had Barbara and Jesse planned to go?


2. Why did they have to stay home?


3. What did their mother suggest they do?


4. What did their mother want them to use to make the muffins?


5. Why did she want them to use the mix?


6. Why was their mother upset?


7. What did they use to make something "from scratch"?

Monitor student progress: Write down or tape record the student's answers to the questions. It is especially important to note the student's explanation of the idiom, paying particular attention to its appropriateness to the linguistic context.

Discuss the story with the student: any parts of the story confusing? ever heard anyone say "from scratch"? when might people use the idiom?

Introduce and teach new idioms: Introduce new idioms one at a time after the student has demonstrated adequate progress with prior idioms.

Enhance generalization of idioms over time: Present other stories that use the idioms. Provide opportunities for the student to use the idioms in oral and written work. Continue discussing the idioms - their function, impact, and appropriateness. Provide role-playing activities involving the new expressions and follow with feedback and encouragement.