What Is Figurative Language
Figurative language uses words and phrases in non-literal ways to create mental images, convey emotions, or emphasize ideas. Instead of saying what something literally is, writers use comparisons, exaggeration, or personification to make their point more vivid or memorable. Common types include simile (comparing two things using "like" or "as"), metaphor (stating one thing is another), idiom (expressions with meanings different from individual words), personification (giving human qualities to objects), and hyperbole (extreme exaggeration).
Why It Matters for Reading Development
Struggling readers often interpret figurative language literally, which disrupts comprehension. A reader with dyslexia or processing difficulties may read "butterflies in my stomach" and become confused about the sentence's actual meaning. Research shows that 30 to 40 percent of students with reading disabilities struggle specifically with figurative language comprehension, even when their decoding skills improve through phonics instruction.
Recognizing figurative language is a crucial comprehension strategy typically introduced around grades 3 to 4 (guided reading levels J through M). Students using Orton-Gillingham or similar structured literacy approaches often benefit from explicit instruction that separates decoding from interpretation. Without direct teaching, students may decode words correctly but fail to understand the intended message. IEPs frequently include goals targeting figurative language comprehension when a child's reading level exceeds their comprehension level.
Teaching Figurative Language to Struggling Readers
- Start concrete, then abstract: Begin with familiar similes and metaphors tied to student experience before tackling abstract meanings. Use visual supports like picture cards showing "mad as a hornet" with actual images.
- Connect to phonics instruction: Once decoding is solid, explicitly teach that words can mean more than their individual sounds and letters suggest. This bridges the literal-thinking gap many struggling readers experience.
- Use context clues: Teach students to notice surrounding sentences that reveal the figurative meaning. This builds inference skills critical for comprehension.
- Provide repeated exposure: Students with dyslexia or processing delays need multiple encounters with the same figurative expressions across different texts and contexts to build automaticity.
- Break down idioms systematically: Idioms are especially difficult because their meanings cannot be figured out from individual word meanings. Pre-teach idioms before reading assignments.
Common Questions
- At what reading level should figurative language instruction begin? Most curricula introduce simple similes and metaphors in grade 3 (guided reading level J-K). However, struggling readers may need this instruction delayed until their decoding fluency reaches a baseline where they can focus on meaning rather than word recognition.
- How does figurative language fit into an IEP? If a student's reading level (decoding) is higher than their comprehension level, figurative language goals are appropriate. A typical goal might read: "Student will identify the meaning of 8 out of 10 similes and metaphors in grade-level texts with visual supports."
- Can students with dyslexia understand figurative language? Yes, but they often need explicit, direct instruction rather than implicit learning. Breaking figurative expressions into component parts and connecting them to visual representations helps significantly.
Related Concepts
Deepen your understanding by exploring these related terms: Simile, Metaphor, Idiom