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 measured reading comprehension using standardized questions and collected brief child- and therapist-reported experience measures alongside open-ended feedback. Results highlight heterogeneous responses as some learners showed patterns consistent with benefits from segmentation and pictograms, while others showed patterns consistent with increased coordination costs when visual scaffolds were introduced. Experience ratings showed limited differences between modalities, with some apparent effects linked to clinical complexity, particularly for perceived ease of understanding. Open-ended feedback of the learners frequently requested simpler wording and additional visual supports. These findings suggest that no single scaffold is universally optimal, reinforcing the need for calibrated, adjustable scaffolding and provide design implications for human-AI co-regulation in supervised inclusive reading contexts.

翻译：神经多样性学习者通常需要阅读支持，然而，增加支架的丰富度有时反而会加重注意力和工作记忆的负担，而非改善理解。基于建构-整合模型和权变支架视角，本研究考察了结构支架与语义支架如何在有监督的包容性环境中影响理解与阅读体验。通过使用一个经过适配的阅读界面，我们比较了四种模态：未经修改的文本、分句文本、带有象形图的分句文本，以及带有象形图及关键词标签的分句文本。在一项针对14名有特殊教育需求和障碍的小学学习者的受试者内试点研究中，我们使用标准化问题测量了阅读理解，并收集了简短的儿童及治疗师报告的经验测量数据以及开放式反馈。结果显示了异质性的反应：一些学习者的模式表明从分句和象形图中受益，而另一些学习者的模式则表明在引入视觉支架时协调成本增加。体验评分显示各模态之间差异有限，某些明显的影响与临床复杂性相关，尤其是在感知理解容易度方面。学习者的开放式反馈经常要求更简单的措辞和额外的视觉支持。这些发现表明，没有任何一种支架是普遍最优的，这强化了对校准式、可调节支架的需求，并为在有监督的包容性阅读环境中的人机协同调节提供了设计启示。