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 with impairments in reading (SLD-IR) show deficits in reading comprehension, they may struggle to perform in science. As language in science is charact...
Gespeichert in:
| Veröffentlicht in: | Exceptional children 2022-10, Vol.89 (1), p.23-41 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 41 |
|---|---|
| container_issue | 1 |
| container_start_page | 23 |
| container_title | Exceptional children |
| container_volume | 89 |
| creator | Cruz Neri, Nadine Retelsdorf, Jan |
| description | 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. |
| doi_str_mv | 10.1177/00144029221094049 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2716464551</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1351217</ericid><sage_id>10.1177_00144029221094049</sage_id><sourcerecordid>2716464551</sourcerecordid><originalsourceid>FETCH-LOGICAL-c307t-9585c4f2eb829364a408a25687211f6d6b313e79df930bd812b310ed6882300f3</originalsourceid><addsrcrecordid>eNp1kMtqG0EQRRuTgBXZH-CFoSHrsav6NTOrkPipIAhYNl4OrZlqpYXnke7WIp_gv86MJZxFyKrg3nNvFcXYGcIFYp5fAqBSIEohEEoFqjxiM4FGZlob-MBmk59NwDH7FOMWAAxomLHX656v0q6hLkX-7NNPvhqo9s7XfEk2dL7b8Gsf-9BQOACLdrA-tG8J3_EHss1EfaOOnE_8NvQtX47Kzsc01qx8O7xMhTb5vuO9448UE18kat_yq9pTV9OXE_bR2ZdIp4c5Z0-3N49X99nyx93i6usyqyXkKSt1oWvlBK0LUUqjrILCCm2KXCA605i1REl52bhSwropUIwCUGOKQkgAJ-fs8753CP2v3XhKte13oRtXViJHo4zSGkcK91Qd-hgDuWoIvrXhd4VQTR-v_vn4mDnfZyj4-p2_-Y5So8B89C_2frQb-rv1_4V_AD5yiT0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2716464551</pqid></control><display><type>article</type><title>Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?</title><source>SAGE Complete A-Z List</source><source>EBSCOhost Education Source</source><creator>Cruz Neri, Nadine ; Retelsdorf, Jan</creator><creatorcontrib>Cruz Neri, Nadine ; Retelsdorf, Jan</creatorcontrib><description>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.</description><identifier>ISSN: 0014-4029</identifier><identifier>EISSN: 2163-5560</identifier><identifier>DOI: 10.1177/00144029221094049</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Difficulty Level ; Exceptional children ; Foreign Countries ; Grade 7 ; Language Usage ; Learning Disabilities ; Linguistics ; Program Effectiveness ; Reading Comprehension ; Reading Difficulties ; Science Achievement ; Science education ; Science Instruction ; Students with Disabilities ; Testing Accommodations</subject><ispartof>Exceptional children, 2022-10, Vol.89 (1), p.23-41</ispartof><rights>The Author(s) 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c307t-9585c4f2eb829364a408a25687211f6d6b313e79df930bd812b310ed6882300f3</citedby><cites>FETCH-LOGICAL-c307t-9585c4f2eb829364a408a25687211f6d6b313e79df930bd812b310ed6882300f3</cites><orcidid>0000-0002-9892-9613</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00144029221094049$$EPDF$$P50$$Gsage$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00144029221094049$$EHTML$$P50$$Gsage$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,21818,27923,27924,43620,43621</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1351217$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Cruz Neri, Nadine</creatorcontrib><creatorcontrib>Retelsdorf, Jan</creatorcontrib><title>Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?</title><title>Exceptional children</title><addtitle>Exceptional Children</addtitle><description>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.</description><subject>Difficulty Level</subject><subject>Exceptional children</subject><subject>Foreign Countries</subject><subject>Grade 7</subject><subject>Language Usage</subject><subject>Learning Disabilities</subject><subject>Linguistics</subject><subject>Program Effectiveness</subject><subject>Reading Comprehension</subject><subject>Reading Difficulties</subject><subject>Science Achievement</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Students with Disabilities</subject><subject>Testing Accommodations</subject><issn>0014-4029</issn><issn>2163-5560</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>AFRWT</sourceid><recordid>eNp1kMtqG0EQRRuTgBXZH-CFoSHrsav6NTOrkPipIAhYNl4OrZlqpYXnke7WIp_gv86MJZxFyKrg3nNvFcXYGcIFYp5fAqBSIEohEEoFqjxiM4FGZlob-MBmk59NwDH7FOMWAAxomLHX656v0q6hLkX-7NNPvhqo9s7XfEk2dL7b8Gsf-9BQOACLdrA-tG8J3_EHss1EfaOOnE_8NvQtX47Kzsc01qx8O7xMhTb5vuO9448UE18kat_yq9pTV9OXE_bR2ZdIp4c5Z0-3N49X99nyx93i6usyqyXkKSt1oWvlBK0LUUqjrILCCm2KXCA605i1REl52bhSwropUIwCUGOKQkgAJ-fs8753CP2v3XhKte13oRtXViJHo4zSGkcK91Qd-hgDuWoIvrXhd4VQTR-v_vn4mDnfZyj4-p2_-Y5So8B89C_2frQb-rv1_4V_AD5yiT0</recordid><startdate>202210</startdate><enddate>202210</enddate><creator>Cruz Neri, Nadine</creator><creator>Retelsdorf, Jan</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>AFRWT</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>K9.</scope><orcidid>https://orcid.org/0000-0002-9892-9613</orcidid></search><sort><creationdate>202210</creationdate><title>Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?</title><author>Cruz Neri, Nadine ; Retelsdorf, Jan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c307t-9585c4f2eb829364a408a25687211f6d6b313e79df930bd812b310ed6882300f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Difficulty Level</topic><topic>Exceptional children</topic><topic>Foreign Countries</topic><topic>Grade 7</topic><topic>Language Usage</topic><topic>Learning Disabilities</topic><topic>Linguistics</topic><topic>Program Effectiveness</topic><topic>Reading Comprehension</topic><topic>Reading Difficulties</topic><topic>Science Achievement</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Students with Disabilities</topic><topic>Testing Accommodations</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cruz Neri, Nadine</creatorcontrib><creatorcontrib>Retelsdorf, Jan</creatorcontrib><collection>Sage Journals GOLD Open Access 2024</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Exceptional children</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cruz Neri, Nadine</au><au>Retelsdorf, Jan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1351217</ericid><atitle>Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?</atitle><jtitle>Exceptional children</jtitle><addtitle>Exceptional Children</addtitle><date>2022-10</date><risdate>2022</risdate><volume>89</volume><issue>1</issue><spage>23</spage><epage>41</epage><pages>23-41</pages><issn>0014-4029</issn><eissn>2163-5560</eissn><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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/00144029221094049</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-9892-9613</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0014-4029 |
| ispartof | Exceptional children, 2022-10, Vol.89 (1), p.23-41 |
| issn | 0014-4029 2163-5560 |
| language | eng |
| recordid | cdi_proquest_journals_2716464551 |
| source | SAGE Complete A-Z List; EBSCOhost Education Source |
| subjects | Difficulty Level Exceptional children Foreign Countries Grade 7 Language Usage Learning Disabilities Linguistics Program Effectiveness Reading Comprehension Reading Difficulties Science Achievement Science education Science Instruction Students with Disabilities Testing Accommodations |
| title | Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-11T18%3A57%3A13IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Do%20Students%20With%20Specific%20Learning%20Disorders%20With%20Impairments%20in%20Reading%20Benefit%20From%20Linguistic%20Simplification%20of%20Test%20Items%20in%20Science?&rft.jtitle=Exceptional%20children&rft.au=Cruz%20Neri,%20Nadine&rft.date=2022-10&rft.volume=89&rft.issue=1&rft.spage=23&rft.epage=41&rft.pages=23-41&rft.issn=0014-4029&rft.eissn=2163-5560&rft_id=info:doi/10.1177/00144029221094049&rft_dat=%3Cproquest_cross%3E2716464551%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2716464551&rft_id=info:pmid/&rft_ericid=EJ1351217&rft_sage_id=10.1177_00144029221094049&rfr_iscdi=true |