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The goal of the research was to compare executive functioning and figurative language comprehension among students with learning disabilities and students without learning disabilities. As part of the research, we examined 29 (14-15 year old eighth grade) students with learning disabilities and 31 students without learning disabilities. We selected participants based on the Glantz Abstract Verbal Thinking Test of cognitive skills (2010), reading real words and pseudo words with and without visual punctuation (Hadad, 2010). The level of executive functioning was evaluated using three types of assessment tools: a multiple meaning word questionnaire, semantic fluency and phonetic fluency tests. The level of figurative speech was evaluated using four assessment tools: tests of idioms, tests of colloquial expression, metaphor questionnaires, and a pictorial metaphor test. The development of language proficiency along with enhanced use of aural and visual metaphors among children with learning disabilities may improve their ability to plan, reinforce flexibility, bolster working memory, and establish self-monitoring fluency; this in turn, builds up creative and abstract thinking as well as the ability to understand and produce a metaphor. These findings and conclusions have implications for a variety of pedagogical experiences including lowering the school dropout rate and improving achievement thereby bolstering academic self-esteem.

The connection between executive functioning and comprehension of figurative language in students with and without learning disabilities