AI RESEARCH
Tailoring AI-Driven Reading Scaffolds to the Distinct Needs of Neurodiverse Learners
arXiv CS.CL
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ArXi:2603.28370v1 Announce Type: new Neurodiverse learners often require reading s, 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.