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.

先前的研究表明，阅读理解和科学表现高度相关。由于具有阅读障碍的特定学习障碍 (SLD-IR) 的学生在阅读理解方面存在缺陷，因此他们可能难以在科学方面表现出色。由于科学中的语言具有语言复杂性的特点，因此出现的问题是，是否可以通过降低语言复杂性来支持 SLD-IR 的学生。这项预注册研究的目的是调查有 SLD-IR 的学生是否比没有 SLD-IR 的同龄人从科学语言简化中受益更多。样本由 70 名学生（年龄，M  = 12.67；50% 女性）组成， n = 35 具有 SLD-IR。应用多级逻辑回归模型，我们既没有发现语言简化的主要影响，也没有发现对科学表现的交互作用（差异提升）。然而，患有 SLD-IR 的学生在科学方面的表现明显较低。影响包括进一步调查如何支持 SLD-IR 学生的科学表现。