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

Previous research illustrated that reading comprehension and science performance correlate highly. Because students with specific learning disorders impairments in (SLD-IR) show deficits comprehension, they may struggle to perform science. As language is characterized by linguistic complexity, the question arises whether SLD-IR can be supported reducing complexity. The aim of this preregistered study was investigate benefit more from simplification than their peers without SLD-IR. sample consisted 70 (age, M = 12.67; 50% female) n 35 having Applying a multilevel logistic regression model, we found neither main effect nor an interaction (differential boost) on performance. However, performed significantly lower Implications include further investigation how support