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Background: Previous research repeatedly illustrated that reading comprehension is essential for learning science and performances in both domains correlate highly. Since dyslexic students show impairments in reading comprehension, it seems reasonable to assume that this group also struggles to perform in other academic domains, such as science. As language in science is characterized by linguistic complexity, the question arises whether dyslexic students can be supported by reducing the linguistic complexity. Aims and sample: To address this lacuna, we aim to investigate in this registered report whether dyslexic students benefit more from linguistic simplification in science than their non-dyslexic peers. Methods and hypothesis: In an experimental study, we will present students with science items in an original version that is inspired by academic language and a linguistically simplified version. We hypothesize that all students will benefit from simplification, but that dyslexic students will benefit to a higher degree. We will analyse our data by applying a multilevel logistic regression model. |
