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

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.