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- W4280626285 abstract "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." @default.
- W4280626285 created "2022-05-22" @default.
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- W4280626285 date "2022-05-11" @default.
- W4280626285 modified "2023-09-30" @default.
- W4280626285 title "Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?" @default.
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- W4280626285 doi "https://doi.org/10.1177/00144029221094049" @default.
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