Do Students with Specific Learning Disorders with Impairments in Reading Benefit from Linguistic Simplification of Test Items in Science?

Autor/inn/en	Cruz Neri, Nadine; Retelsdorf, Jan
Titel	Do Students with Specific Learning Disorders with Impairments in Reading Benefit from Linguistic Simplification of Test Items in Science?
Quelle	In: Exceptional Children, 89 (2022) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Retelsdorf, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221094049
Schlagwörter	Learning Disabilities; Reading Difficulties; Reading Comprehension; Science Achievement; Students with Disabilities; Program Effectiveness; Language Usage; Difficulty Level; Science Instruction; Testing Accommodations; Foreign Countries; Grade 7; Germany + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Leseverstehen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachgebrauch; Schwierigkeitsgrad; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01