Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?
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Nadine Cruz Neri [1] ; Jan Retelsdorf [1]
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[1] University of Hamburg
University of Hamburg
Hamburg, Freie und Hansestadt, Alemania
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- Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 89, Nº. 1, 2022, págs. 23-41
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Previous research illustrated that reading comprehension and science performance correlate highly. Because students with specific learning disorders with impairments in reading (SLD-IR) show deficits in reading comprehension, they may struggle to perform in science. As language in science is characterized by linguistic complexity, the question arises whether students with SLD-IR can be supported by reducing linguistic complexity. The aim of this preregistered study was to investigate whether students with SLD-IR benefit more from linguistic simplification in science than their peers without SLD-IR. The sample consisted of 70 students (age, M = 12.67; 50% female) with n = 35 having SLD-IR. Applying a multilevel logistic regression model, we found neither a main effect of linguistic simplification nor an interaction effect (differential boost) on science performance. However, students with SLD-IR performed significantly lower in science. Implications include further investigation on how to support students with SLD-IR in their science performance.
