Tailoring AI-Driven Reading Scaffolds to the Distinct Needs of Neurodiverse Learners
Neurodiverse learners often require reading supports, yet increasing scaffold richness can sometimes overload attention and working memory rather than improve comprehension. Grounded in the Construction-Integration model and a contingent scaffolding perspective, we examine how structural versus semantic scaffolds shape comprehension and reading experience in a supervised inclusive context. Using an adapted reading interface, we compared four modalities: unmodified text, sentence-segmented text, segmented text with pictograms, and segmented text with pictograms plus keyword labels. In a within-subject pilot with 14 primary-school learners with special educational needs and disabilities, we...
| Authors | Soufiane Jhilal, Eleonora Pasqua, Caterina Marchesi et al. |
|---|---|
| Primary category | cs.CL |
| Published | 30 March 2026 |
| Last updated at source | 2 April 2026 |
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