Effects of familiarity on idiom comprehension in African American and European American fifth graders

In order to test the language experience hypothesis, the comprehension of h igh-, moderate-, and low-familiarity idioms was examined in African America n (N = 24) and European American (N = 24) fifth-grade students in the Mid-S outh. This study was designed to augment the existing literature on cross-c ultural idiom comprehension, of which there is a paucity of research, and p rovide a look from a culturally diverse perspective at idiom comprehension in youth. Results indicate a significant effect of group on idioms rated as low-familiarity, whereas idioms rated as high- and moderate- familiarity d id not distinguish the groups. Additionally, the current results indicate a pattern of comprehension that is different from that found in previous stu dies, based on levels of familiarity (Nippold & Rudzinski, 1993) were estab lished in a different U.S. geographic location. The influences of social an d regional culture on idiom comprehension and familiarity is discussed; and a preliminary hypothesis is proposed to explain these influences.