Towards text simplification for poor readers with intellectual disability: when do connectives enhance text cohesion?

摘要: Abstract Cohesive elements of texts such as connectives (e.g., but, in contrast) are expected to facilitate inferential comprehension poor readers. Two experiments tested this prediction readers with intellectual disability (ID) by: (a) comparing literal and text without and/or high frequency content words (Experiment 1) (b) exploring the effects type familiarity on two-clause by means a cloze task 2). Neither addition nor general produced improvements. However, although ID were less likely select target connective than chronologically age-matched (mean age = 21 years) general, their performance was affected its familiarity. Familiarity had facilitative effect for additive contrastive connectives, but interfered case temporal causal connectives. The average reading level-matched control group (typically developing children) similar pattern interaction between varied groups. implications these findings adaptation special education contexts discussed.