Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?
Cruz Neri N, Retelsdorf J (2022)
Exceptional Children 89(1): 23-41.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Cruz Neri, NadineUniBi;
Retelsdorf, Jan
Einrichtung
Abstract / Bemerkung
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.
Erscheinungsjahr
2022
Zeitschriftentitel
Exceptional Children
Band
89
Ausgabe
1
Seite(n)
23-41
ISSN
0014-4029
eISSN
2163-5560
Page URI
https://pub.uni-bielefeld.de/record/2983089
Zitieren
Cruz Neri N, Retelsdorf J. Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Exceptional Children. 2022;89(1):23-41.
Cruz Neri, N., & Retelsdorf, J. (2022). Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Exceptional Children, 89(1), 23-41. https://doi.org/10.1177/00144029221094049
Cruz Neri, Nadine, and Retelsdorf, Jan. 2022. “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?”. Exceptional Children 89 (1): 23-41.
Cruz Neri, N., and Retelsdorf, J. (2022). Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Exceptional Children 89, 23-41.
Cruz Neri, N., & Retelsdorf, J., 2022. Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Exceptional Children, 89(1), p 23-41.
N. Cruz Neri and J. Retelsdorf, “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?”, Exceptional Children, vol. 89, 2022, pp. 23-41.
Cruz Neri, N., Retelsdorf, J.: Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? Exceptional Children. 89, 23-41 (2022).
Cruz Neri, Nadine, and Retelsdorf, Jan. “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?”. Exceptional Children 89.1 (2022): 23-41.
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