O językowej dostępności materiałów edukacyjnych w świetle badań nad czytaniem tekstów przyrodniczych
On the Linguistic Accessibility of Educational Materials in Light of Research on Reading Science Texts

Summary/Abstract: This article focuses on the issue of linguistic accessibility of scientific educational texts, specificallyfor fourth-grade students. The study investigates how the complexity of language in instructionalmaterials impacts students’ content comprehension and cognitive engagement, while also takinginto account their cultural background. The analysis is based on empirical data collected from a studywhere students completed tasks based on four versions of a popular science text. These versions werevaried in two key areas: the degree of linguistic simplification and the quality of accompanying graphicdesign. The analysis compares students' test results, their self-assessments, and background information.The findings are interpreted within the framework of educational sociolinguistics and highlightthe need for intentional text design that addresses issues of educational equity.

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