Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.

从文本中学习是 STEM 教育的重要组成部分，但语言文本特征会影响理解和学习。我们综合了 45 项实验研究，调查了语言修改对 STEM 文本理解和学习的影响，共有N  = 6477 名学习者。在元回归中，我们区分了八类语言修改和其他几种调节因素，包括先验知识。我们发现了语言修改的小正平均效应 ( g = 0.15）。与之前的研究一致，结果表明，先验知识含量低的学习者从语言修改中获益更多。个性化和增加清晰度和详尽性具有积极影响，而降低复杂性和增加凝聚力没有显着影响。本研究强调了 STEM 文本中语言修改的潜力和局限性，并为教育实践提供了启示。