{"meta":{"query_hash":"00fdf73b4cce","filters":{"venue":"Scientific Studies of Reading"},"cohort_total":41,"direct_labels_cover":0,"predictions_cover":41,"exported":41,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/00fdf73b4cce","api":"https://metacan.xera.ac/api/v1/cohort?venue=Scientific+Studies+of+Reading"},"results":[{"id":"W1987107327","doi":"10.1207/s1532799xssr0901_4","title":"Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems","year":2005,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":531,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Neuroscience of multilingualism; Reading (process); Literacy; Writing system; Learning to read; Computer science; Linguistics; Psychology; Mathematics education; Pedagogy","score_opus":0.03532669777738008,"score_gpt":0.3939844713707869,"score_spread":0.35865777359340684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987107327","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98876214,0.0052139973,0.000034819408,0.0002706677,0.0012592471,0.00021024265,0.0000065973004,0.00007611708,0.0041661914],"genre_scores_gemma":[0.97446305,0.00003602487,0.0018974461,0.000028495262,0.00015391209,0.00003544291,0.00000547353,0.000016058064,0.023364127],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998342,0.0001451447,0.00046482595,0.00054838223,0.0001828517,0.00031682913],"domain_scores_gemma":[0.9985528,0.0007476789,0.00016778984,0.00023419611,0.00019138874,0.00010615489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016731309,0.00015711717,0.00031436724,0.00043325522,0.000551749,0.00022922798,0.00010127996,0.000036687255,0.00003228219],"category_scores_gemma":[0.0005578194,0.00013715508,0.000032937707,0.00036721223,0.00038147607,0.00021522156,0.00016701735,0.00019326786,0.000024021601],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041912244,0.00008525398,0.17921335,0.0003521334,0.00041987465,0.000027551352,0.6030367,0.000272568,0.0062076813,0.0029198285,0.006052752,0.20137037],"study_design_scores_gemma":[0.0007661217,0.00016832001,0.07573858,0.0027706064,0.00011058697,0.00018104681,0.7634038,0.00095129624,0.0011260837,0.00004721779,0.15398793,0.0007484398],"about_ca_topic_score_codex":0.00024533866,"about_ca_topic_score_gemma":0.00005153798,"teacher_disagreement_score":0.20062193,"about_ca_system_score_codex":0.00005608741,"about_ca_system_score_gemma":0.0000110615065,"threshold_uncertainty_score":0.55930215},"labels":[],"label_agreement":null},{"id":"W2026943701","doi":"10.1207/s1532799xssr0903_5","title":"Investigation of the Relationship of Attention Deficit Hyperactivity Disorder to the EKN1 Gene on Chromosome 15q21","year":2005,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Transmission disequilibrium test; Proband; Genetics; Attention deficit hyperactivity disorder; Haplotype; Psychology; Genetic marker; Genetic association; Gene; Biology; Allele; Genotype; Clinical psychology; Single-nucleotide polymorphism; Mutation","score_opus":0.10277766849711224,"score_gpt":0.34310238915277136,"score_spread":0.24032472065565913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2026943701","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9921054,0.00043277108,0.000134271,0.0058308686,0.0005184915,0.0006282011,0.000021321213,0.00001702491,0.0003116079],"genre_scores_gemma":[0.99788135,0.000016972546,0.00044434666,0.000051042054,0.000055006425,0.000024011111,0.000010122686,0.000015056784,0.001502108],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99816793,0.00014592166,0.0004789139,0.00032440797,0.0006978319,0.00018500908],"domain_scores_gemma":[0.9977267,0.0006473484,0.0004448672,0.0006470554,0.0004901629,0.000043861615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010739153,0.00014187423,0.00034617147,0.00021912559,0.0004173541,0.0000150644455,0.00017777817,0.000053449217,0.000020365298],"category_scores_gemma":[0.002458369,0.00008895284,0.0001799644,0.0011147734,0.0005274071,0.00017980664,0.00012991074,0.00018448565,0.00003058758],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004705837,0.00014757669,0.8009532,0.00013522638,0.00012487022,1.8138938e-7,0.0016473113,0.0014125538,0.19224921,0.0007857186,0.00045985513,0.0020372095],"study_design_scores_gemma":[0.0005088772,0.00009931507,0.97932345,0.00046016832,0.00017800668,0.0000066676907,0.0055849697,0.0001952927,0.013061098,0.000085593274,0.0003946315,0.0001019614],"about_ca_topic_score_codex":0.000030255555,"about_ca_topic_score_gemma":0.000107010674,"teacher_disagreement_score":0.17918812,"about_ca_system_score_codex":0.000099748286,"about_ca_system_score_gemma":0.000070000344,"threshold_uncertainty_score":0.36273915},"labels":[],"label_agreement":null},{"id":"W2027335536","doi":"10.1207/s1532799xssr0704_1","title":"Spelling in Children With Dyslexia: Analyses From the Treiman-Bourassa Early Spelling Test","year":2003,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":98,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Acadia University","funders":"Natural Sciences and Engineering Research Council of Canada; Curtin University of Technology; March of Dimes Foundation","keywords":"Spelling; Dyslexia; Pseudoword; Psychology; Reading (process); Orthography; Written language; Linguistics; Cognitive psychology","score_opus":0.08147955297137947,"score_gpt":0.36883015501482125,"score_spread":0.28735060204344176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027335536","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9838804,0.0049138996,0.00019946473,0.000094898736,0.00093560055,0.00026395597,0.000017945626,0.000030875766,0.009662956],"genre_scores_gemma":[0.99187374,0.000060517614,0.0023689177,0.00002747076,0.00007998847,0.000011486661,0.000010964505,0.000022192158,0.005544713],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977542,0.00015989984,0.00052198477,0.00067814114,0.00038885875,0.0004968976],"domain_scores_gemma":[0.99787927,0.0011035099,0.00026581483,0.00055881205,0.00013565447,0.0000569717],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014058312,0.00024176323,0.00043362705,0.00027204253,0.00036094926,0.00015992072,0.0003529793,0.000054588716,0.00012449948],"category_scores_gemma":[0.00036955203,0.00015341597,0.00008361408,0.0011114149,0.0004779344,0.0001227475,0.000048972328,0.00024206417,0.00014934296],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018643002,0.000099228484,0.9709312,0.000006609302,0.00057698856,0.000012372365,0.022379007,0.00016508864,0.0014767115,0.0007000612,0.0020324723,0.0016016525],"study_design_scores_gemma":[0.0017440631,0.0001785761,0.9405377,0.00086025125,0.00030969668,0.000033733526,0.03246112,0.000071294584,0.015812682,0.0016347364,0.005580236,0.00077592925],"about_ca_topic_score_codex":0.0006645098,"about_ca_topic_score_gemma":0.00017607606,"teacher_disagreement_score":0.030393485,"about_ca_system_score_codex":0.000075857315,"about_ca_system_score_gemma":0.000041217103,"threshold_uncertainty_score":0.62561214},"labels":[],"label_agreement":null},{"id":"W2031870030","doi":"10.1080/10888438.2010.524463","title":"Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth","year":2011,"lang":"en","type":"review","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":111,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Dyslexia; Orthographic projection; Reliability (semiconductor); Linguistics; Computer science; Psychology; Natural language processing; Cognitive psychology; Artificial intelligence; Reading (process); Physics; Philosophy","score_opus":0.13651467547266385,"score_gpt":0.4192511820597464,"score_spread":0.2827365065870825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031870030","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.29957613,0.6988792,9.718901e-8,0.000008043596,0.0003012292,0.00095235603,0.000023618339,0.000009087492,0.00025022554],"genre_scores_gemma":[0.025538232,0.9732199,0.00082271686,0.000003413809,0.0000044774533,0.00014542027,0.000009526024,0.000014880087,0.0002414652],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9956843,0.00085431937,0.0019212686,0.00095575175,0.00021302642,0.00037127873],"domain_scores_gemma":[0.99669486,0.0014215024,0.0010580195,0.0005135486,0.00027391835,0.000038149934],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0049580866,0.00038095587,0.003100333,0.00085922686,0.00005586306,0.000010136653,0.00028694456,0.00017358916,0.000013608445],"category_scores_gemma":[0.0021224765,0.0002740948,0.00013129206,0.0018688879,0.001619681,0.00009726243,0.00036182036,0.00034435184,0.000001110276],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043160835,0.0003455006,0.17434452,0.6379041,0.0005090177,0.000037486072,0.026813187,4.4924013e-7,0.00003235856,0.0002470173,0.00040814886,0.15931508],"study_design_scores_gemma":[0.0010258411,0.00022557958,0.06873358,0.9042531,0.0006210424,0.000033474353,0.0102545135,8.861107e-7,0.00008497545,0.00031076613,0.013640175,0.0008160108],"about_ca_topic_score_codex":0.0001251671,"about_ca_topic_score_gemma":0.00008090063,"teacher_disagreement_score":0.27434066,"about_ca_system_score_codex":0.00007197939,"about_ca_system_score_gemma":0.00009421458,"threshold_uncertainty_score":0.99997115},"labels":[],"label_agreement":null},{"id":"W2035404419","doi":"10.1080/10888438.2012.689789","title":"Learning to See the Patterns in Chinese Characters","year":2012,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":106,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Character (mathematics); Chinese characters; Task (project management); Perception; Reading (process); Computer science; Vocabulary; Comprehension; Psychology; Representation (politics); Linguistics; Cognitive psychology; Natural language processing; Artificial intelligence; Mathematics","score_opus":0.04017847144216553,"score_gpt":0.3631787655733626,"score_spread":0.3230002941311971,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2035404419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99060583,0.0006286281,0.000014837963,0.00041849425,0.004732156,0.000170273,0.0000025046345,0.000024744913,0.0034025302],"genre_scores_gemma":[0.98640966,0.000011656501,0.000082122235,0.00008081956,0.000116493036,0.000046072346,0.0000037896782,0.000010706063,0.013238654],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986456,0.00011732118,0.00029682578,0.00026477998,0.0002142171,0.00046126952],"domain_scores_gemma":[0.9991754,0.00030872162,0.00010702413,0.0002788338,0.000063981686,0.000066000444],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020862855,0.00012397618,0.00022178529,0.00025677256,0.0002631955,0.000043478758,0.00022761342,0.000026826983,0.00008562256],"category_scores_gemma":[0.0003390234,0.00007817333,0.000049578375,0.00060327724,0.0001095769,0.00011400771,0.00014133581,0.00015924653,0.00027113652],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011807943,0.000038678496,0.7509159,0.000020921407,0.000062867344,0.000002086213,0.23434329,0.0000110392675,0.0010051031,0.000200127,0.0020736246,0.011314568],"study_design_scores_gemma":[0.00016809223,0.000024681634,0.94738394,0.00015915133,0.000007941301,0.000005469213,0.034736928,0.0000049114983,0.00021776886,0.00002556644,0.017134186,0.00013136136],"about_ca_topic_score_codex":0.00005708345,"about_ca_topic_score_gemma":0.000016898122,"teacher_disagreement_score":0.19960636,"about_ca_system_score_codex":0.00006290016,"about_ca_system_score_gemma":0.000008224645,"threshold_uncertainty_score":0.3485002},"labels":[],"label_agreement":null},{"id":"W2040353398","doi":"10.1080/10888430701773884","title":"Preschoolers' Attention to Print During Shared Book Reading","year":2008,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":127,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Reading (process); Vocabulary; Set (abstract data type); Orthography; Picture books; Word (group theory); Salient; Linguistics; Psychology; Word recognition; Computer science; Visual arts; Artificial intelligence; Art","score_opus":0.05259545771934435,"score_gpt":0.3367004054000395,"score_spread":0.2841049476806951,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040353398","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802805,0.0013122724,0.0001171389,0.00025233,0.0038077682,0.00041740356,0.000010827742,0.00013002258,0.013671743],"genre_scores_gemma":[0.883433,0.00005124196,0.0019680085,0.000053288408,0.00011694627,0.00009703224,0.000010226359,0.000025927759,0.11424432],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9974663,0.000079117824,0.00060916663,0.00080510066,0.00045825096,0.00058202294],"domain_scores_gemma":[0.9986028,0.00012073899,0.00021719695,0.00060388574,0.0002953049,0.00016009079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00082755357,0.00022610642,0.00040619742,0.00054135977,0.0008608441,0.00007313952,0.00033534179,0.000061927516,0.00024214985],"category_scores_gemma":[0.0003267547,0.00021152428,0.00012947325,0.00066273386,0.00025580256,0.0002583497,0.000269283,0.00015123199,0.0005394373],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00040281165,0.0004174962,0.1619037,0.00057003205,0.0016374163,0.00028989985,0.26446515,0.00016904241,0.19661248,0.0028202736,0.35883003,0.011881657],"study_design_scores_gemma":[0.0019332014,0.00019947717,0.80484486,0.0022212868,0.00010815805,0.00022698317,0.020173945,0.000036325528,0.03215435,0.00019351,0.13672738,0.0011805348],"about_ca_topic_score_codex":0.000034129735,"about_ca_topic_score_gemma":0.000003015463,"teacher_disagreement_score":0.6429412,"about_ca_system_score_codex":0.00020021852,"about_ca_system_score_gemma":0.000035813344,"threshold_uncertainty_score":0.86257094},"labels":[],"label_agreement":null},{"id":"W2059161419","doi":"10.1080/10888438.2014.918981","title":"Phonemic Awareness Is a More Important Predictor of Orthographic Processing Than Rapid Serial Naming: Evidence From Russian","year":2014,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"National Institute on Deafness and Other Communication Disorders; University of Waterloo","keywords":"Phonemic awareness; Computer science; Psychology; Cognitive psychology; Natural language processing; Linguistics; Reading (process)","score_opus":0.05064679942801159,"score_gpt":0.34848501496561646,"score_spread":0.29783821553760487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059161419","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9870243,0.0071561183,0.00024007168,0.00015884796,0.004582387,0.0002509179,0.000058910693,0.00006912061,0.00045933234],"genre_scores_gemma":[0.9971499,0.00012629316,0.0014921539,0.000022695642,0.00018011594,0.000046754394,0.000022487235,0.000026655567,0.0009329413],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969245,0.00013466747,0.0009795588,0.0008766276,0.0006017339,0.0004828671],"domain_scores_gemma":[0.9977085,0.0003930164,0.00080919795,0.00068614224,0.0002942882,0.000108881366],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018614972,0.00028068645,0.0006788287,0.0004345827,0.00042956532,0.000087295026,0.00045293872,0.0001051789,0.000107522326],"category_scores_gemma":[0.00044710847,0.0002299778,0.00016379291,0.00097461656,0.0008170357,0.00023553641,0.00016995732,0.00014913184,0.000009593151],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024784525,0.00015133123,0.73721254,0.000577349,0.0006386844,0.000011477577,0.19549957,0.0000062932763,0.03928019,0.00024776816,0.00351327,0.022613674],"study_design_scores_gemma":[0.003198599,0.00056587387,0.83588856,0.017539904,0.0006685743,0.00003533621,0.05637021,0.0016204597,0.07122696,0.00212462,0.009063053,0.0016978211],"about_ca_topic_score_codex":0.0003028068,"about_ca_topic_score_gemma":0.000033972734,"teacher_disagreement_score":0.13912937,"about_ca_system_score_codex":0.00004406448,"about_ca_system_score_gemma":0.00012965071,"threshold_uncertainty_score":0.9378222},"labels":[],"label_agreement":null},{"id":"W2060174009","doi":"10.1207/s1532799xssr0604_05","title":"Rapid Naming and Phonemic Awareness: Contributions to Reading, Spelling, and Orthographic Knowledge","year":2002,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":109,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Spelling; Dictation; Phonemic awareness; Psychology; Reading (process); Phonological awareness; Cognitive psychology; Developmental psychology; Linguistics; Computer science; Speech recognition","score_opus":0.0577189054570038,"score_gpt":0.36486732493795665,"score_spread":0.30714841948095284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060174009","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94960475,0.037232455,0.00022867917,0.0003234323,0.002987965,0.0003342584,0.000044873854,0.000081870625,0.00916174],"genre_scores_gemma":[0.98398113,0.0010878745,0.00079094805,0.00003277117,0.000087369845,0.000037388614,0.0000075243006,0.000019165776,0.013955801],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979873,0.00009644607,0.00048223417,0.0007344961,0.000193113,0.00050646317],"domain_scores_gemma":[0.99853075,0.00042473167,0.00016445114,0.0003650785,0.00033617212,0.00017883406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012706638,0.00022945215,0.00045652702,0.0006775101,0.0007697749,0.000120525954,0.00016557747,0.00007591433,0.000118479606],"category_scores_gemma":[0.0004191118,0.00020929344,0.00006400962,0.00096301764,0.0005957066,0.000114278446,0.00017343277,0.00014273505,0.00010426894],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083764615,0.0004843518,0.16760415,0.00060671894,0.0015594009,0.000061298,0.37119162,0.000008886686,0.019602932,0.018046957,0.19125582,0.22949411],"study_design_scores_gemma":[0.0035112237,0.0005430516,0.05426606,0.0031741057,0.00045822753,0.0002623647,0.04853517,0.00088034477,0.0074836896,0.0017844551,0.87707543,0.0020258517],"about_ca_topic_score_codex":0.00003794908,"about_ca_topic_score_gemma":0.000025578593,"teacher_disagreement_score":0.6858196,"about_ca_system_score_codex":0.000056138764,"about_ca_system_score_gemma":0.000017238273,"threshold_uncertainty_score":0.8534739},"labels":[],"label_agreement":null},{"id":"W2078458608","doi":"10.1080/10888430903034796","title":"RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?","year":2009,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":110,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University; University of Alberta","funders":"","keywords":"Rapid automatized naming; Fluency; Reading (process); Cognition; Cognitive psychology; Orthography; Psychology; Computer science; Phonology; Phonological awareness; Linguistics","score_opus":0.12256230035403316,"score_gpt":0.35745411530142646,"score_spread":0.2348918149473933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2078458608","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98908097,0.004419265,0.0002639743,0.0014803663,0.003047095,0.00033088482,0.000010088559,0.00008898406,0.0012784029],"genre_scores_gemma":[0.9892585,0.00008689887,0.0068428298,0.00019920296,0.000052615895,0.000027068307,0.000039743554,0.000017142082,0.0034759557],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99761164,0.00012438447,0.0006364599,0.00076545624,0.00037313523,0.000488916],"domain_scores_gemma":[0.9982638,0.0008008755,0.00021011394,0.00043423817,0.00012824996,0.00016277134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010363075,0.00028122147,0.0004784038,0.00047794144,0.0008682998,0.00030826277,0.0002817306,0.00007630984,0.00002376326],"category_scores_gemma":[0.00021736482,0.00023907796,0.00006483571,0.0005797817,0.00025899726,0.00035831012,0.0001352288,0.0001630948,0.000078955774],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001256995,0.000344052,0.059492514,0.00007196614,0.00086783647,0.000026382,0.7522469,0.000029942801,0.026810657,0.011169389,0.018044839,0.13076983],"study_design_scores_gemma":[0.0014957694,0.00014857453,0.7585461,0.0024134188,0.00008513424,0.000022429791,0.1557684,0.000035102083,0.015673166,0.015191559,0.049637888,0.0009824157],"about_ca_topic_score_codex":0.00003294814,"about_ca_topic_score_gemma":0.000013103497,"teacher_disagreement_score":0.69905365,"about_ca_system_score_codex":0.00014739303,"about_ca_system_score_gemma":0.000030794847,"threshold_uncertainty_score":0.97493166},"labels":[],"label_agreement":null},{"id":"W2079919469","doi":"10.1080/10888438.2012.729120","title":"Chinese Reading Development in Monolingual and Bilingual Learners: Introduction to the Special Issue","year":2012,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Reading (process); Zhàng; Chen; Learning to read; Computer science; Psychology; Linguistics; China; Philosophy; History","score_opus":0.032317574939024984,"score_gpt":0.36080926236386934,"score_spread":0.32849168742484436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2079919469","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9833551,0.0012878688,0.000019602085,0.0009363931,0.011079828,0.00028045112,0.0000017233909,0.000027725402,0.003011302],"genre_scores_gemma":[0.9801667,0.000021439328,0.0020605717,0.000049127088,0.0063996697,0.000035305846,0.0000061363535,0.00001730975,0.011243742],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980406,0.00010801333,0.00050953176,0.0005018431,0.00029408032,0.0005458948],"domain_scores_gemma":[0.9991084,0.00021711671,0.00013747418,0.00032629,0.0001129325,0.0000978353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031627065,0.0001932945,0.00031800577,0.00046345234,0.00041804646,0.000076454526,0.0001973257,0.00005123187,0.00010438742],"category_scores_gemma":[0.00083452824,0.00013335033,0.000034388137,0.0008605096,0.00022541053,0.00016112429,0.0002084358,0.00017516321,0.00016702317],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008461407,0.00011843418,0.08791748,0.00005081431,0.00016059724,0.0000046704613,0.71534896,0.00003913237,0.0014547217,0.0009745581,0.036979765,0.15686625],"study_design_scores_gemma":[0.00054622936,0.000061781444,0.089760214,0.0002016873,0.000026836578,0.000041764557,0.08977963,0.000012446522,0.0034569823,0.000116931384,0.8155614,0.00043410787],"about_ca_topic_score_codex":0.000047201265,"about_ca_topic_score_gemma":0.000074257536,"teacher_disagreement_score":0.7785816,"about_ca_system_score_codex":0.00014451229,"about_ca_system_score_gemma":0.000045944245,"threshold_uncertainty_score":0.5437869},"labels":[],"label_agreement":null},{"id":"W2089727237","doi":"10.1080/10888431003623504","title":"Child Miscues and Parental Feedback During Shared Alphabet Book Reading and Relations With Child Literacy Skills","year":2010,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Guelph","funders":"","keywords":"Miscue analysis; Alphabet; Reading (process); Phonological awareness; Vocabulary; Literacy; Psychology; Vocabulary development; Developmental psychology; Mathematics education; Computer science; Linguistics; Teaching method; Reading comprehension; Pedagogy","score_opus":0.009468374575428786,"score_gpt":0.2888224213788579,"score_spread":0.2793540468034291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2089727237","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.981444,0.0036289277,0.0000053403546,0.00050903467,0.0015392413,0.00029673573,0.00004230685,0.000074568095,0.01245987],"genre_scores_gemma":[0.9804261,0.000117611045,0.0019346343,0.000041304615,0.00011964559,0.00003819702,0.00003379474,0.000028874807,0.01725989],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99799645,0.00004893504,0.00045027243,0.0007786013,0.00027285898,0.0004528563],"domain_scores_gemma":[0.9988047,0.00022731836,0.00024085284,0.00041742474,0.00016438669,0.00014535543],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000556351,0.00026955424,0.00041422187,0.00036603076,0.0012868104,0.00027495305,0.00016796972,0.00007971096,0.00015381814],"category_scores_gemma":[0.00016511095,0.00021579406,0.00005032722,0.00036559658,0.0007266592,0.00048210568,0.0001824153,0.00033541955,0.000029063345],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019938062,0.00038691834,0.6527722,0.00044010018,0.0014730983,0.00007227604,0.2887988,0.000006011472,0.014844859,0.0031895284,0.023017552,0.014799272],"study_design_scores_gemma":[0.0022535685,0.00013402286,0.9256804,0.002536677,0.00016205112,0.0005664382,0.011916824,0.000030061181,0.0050808266,0.000217732,0.050635245,0.0007861422],"about_ca_topic_score_codex":0.000026454278,"about_ca_topic_score_gemma":0.000026078738,"teacher_disagreement_score":0.27688196,"about_ca_system_score_codex":0.000034361015,"about_ca_system_score_gemma":0.000015063354,"threshold_uncertainty_score":0.98972356},"labels":[],"label_agreement":null},{"id":"W2103010090","doi":"10.1080/10888438.2013.769556","title":"RAN Backward: A Test of the Visual Scanning Hypothesis","year":2013,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Ran; Rapid automatized naming; Reading (process); Fluency; Psychology; Task (project management); Cognitive psychology; Word (group theory); Test (biology); Computer science; Linguistics; Phonological awareness","score_opus":0.047335317697013025,"score_gpt":0.3328021933945761,"score_spread":0.28546687569756307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103010090","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98096013,0.00083396374,0.000011177767,0.00027167707,0.0026113405,0.0002576836,0.000006264429,0.00002399002,0.015023744],"genre_scores_gemma":[0.9753177,0.000007828607,0.000811628,0.0000319556,0.00004327432,0.000042565247,7.487548e-7,0.000012875676,0.023731416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99847394,0.00008022782,0.00044808866,0.0003490479,0.0003266927,0.00032197862],"domain_scores_gemma":[0.9979629,0.0009915953,0.00028282558,0.00042563266,0.00029275328,0.000044313743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00086809683,0.00013714937,0.00032075623,0.00017987337,0.00029673902,0.000051291332,0.00035448355,0.000040122348,0.00028714005],"category_scores_gemma":[0.0010294642,0.000088877976,0.00012214786,0.00063044875,0.00066119997,0.000090987196,0.00017081728,0.00008907913,0.0001733255],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033650416,0.00047242828,0.30860093,0.00033445522,0.0010873564,0.0000040879468,0.15592249,0.000019066654,0.16003095,0.0014851659,0.23703949,0.13496993],"study_design_scores_gemma":[0.0016278123,0.00024057928,0.7475519,0.0021840187,0.00020487227,0.00003008007,0.10101328,0.00015814188,0.11379672,0.0021667145,0.030224923,0.0008009311],"about_ca_topic_score_codex":0.00009741947,"about_ca_topic_score_gemma":0.000004337947,"teacher_disagreement_score":0.438951,"about_ca_system_score_codex":0.000043377815,"about_ca_system_score_gemma":0.000032551376,"threshold_uncertainty_score":0.36243385},"labels":[],"label_agreement":null},{"id":"W2103146842","doi":"10.1080/10888438.2015.1077447","title":"Examining the Cross-Lagged Relationships Between RAN and Word Reading in Chinese","year":2015,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":36,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Reading (process); Fluency; Ran; Psychology; Word recognition; Word (group theory); Rapid automatized naming; Linguistics; Mandarin Chinese; Phonological awareness; Cognitive psychology; Computer science; Mathematics education","score_opus":0.19966654983910237,"score_gpt":0.4062114869196054,"score_spread":0.20654493708050303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103146842","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9861508,0.0020390335,0.000031163734,0.00021047068,0.0019244784,0.00021201144,0.0000052485025,0.000038782564,0.009388001],"genre_scores_gemma":[0.9913705,0.000012680931,0.0006414777,0.000011191003,0.0001067226,0.000031676882,0.000008501488,0.000015267755,0.0078020096],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99794036,0.0003017531,0.00056647166,0.00050221436,0.00031478255,0.00037438853],"domain_scores_gemma":[0.99739856,0.0016854948,0.00022180735,0.0004197434,0.00017700384,0.00009738639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006797883,0.00017521213,0.0003702238,0.00036153808,0.0005863997,0.00016199937,0.00025751625,0.00007236128,0.0000108024515],"category_scores_gemma":[0.0025531824,0.00011926512,0.00003472613,0.0009744705,0.0006469074,0.0001980272,0.00018359812,0.00030490794,0.00003325498],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021960423,0.000013168295,0.8682604,0.000018744937,0.00008156654,0.0000054968955,0.12278763,0.000012768993,0.00010601524,0.0005205903,0.0018407631,0.0063308976],"study_design_scores_gemma":[0.00083503406,0.00002952836,0.94905466,0.00025668571,0.000023708535,0.000009663133,0.04459575,0.000026053542,0.00006721584,0.002046808,0.002867473,0.00018744267],"about_ca_topic_score_codex":0.00006210656,"about_ca_topic_score_gemma":0.000032767577,"teacher_disagreement_score":0.080794245,"about_ca_system_score_codex":0.00009365946,"about_ca_system_score_gemma":0.00003628293,"threshold_uncertainty_score":0.48634905},"labels":[],"label_agreement":null},{"id":"W2152218601","doi":"10.1080/10888438.2015.1069296","title":"Narrative Fiction and Expository Nonfiction Differentially Predict Verbal Ability","year":2015,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Social Sciences and Humanities Research Council of Canada; Agence Nationale de la Recherche","keywords":"Narrative; Reading (process); Psychology; Reading comprehension; Comprehension; Linguistics; Cognitive psychology; Nonverbal communication; Developmental psychology","score_opus":0.057364896150053316,"score_gpt":0.3414326641479839,"score_spread":0.2840677679979306,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152218601","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9802682,0.0010955902,0.00019454463,0.000060223974,0.009296001,0.00018463262,0.0000067337924,0.00006005039,0.008834046],"genre_scores_gemma":[0.9945586,0.000012029241,0.00027820875,0.000005896497,0.000120536926,0.000031317824,0.000010835192,0.000007678096,0.0049749054],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99856776,0.00012781635,0.0003291084,0.00046135238,0.00029689303,0.00021707237],"domain_scores_gemma":[0.9990675,0.000121987,0.00015201725,0.0002543663,0.00031044654,0.00009368351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010279051,0.00013328624,0.00024330194,0.00015313119,0.00034074674,0.000062101695,0.000097633136,0.00005678483,0.000029164226],"category_scores_gemma":[0.0001790668,0.00011326006,0.000043296885,0.0002241203,0.00044865473,0.00015359369,0.000082164384,0.000095481715,0.00001338542],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002945041,0.00024825206,0.053037427,0.0001084473,0.0005633899,0.000007046529,0.81501967,0.000015842235,0.013631374,0.0012220899,0.096231095,0.019620864],"study_design_scores_gemma":[0.003997049,0.0011187013,0.35112956,0.00071887724,0.00026209097,0.00006523051,0.58242995,0.00037111322,0.012704783,0.0018735491,0.044378746,0.0009503843],"about_ca_topic_score_codex":0.000042335556,"about_ca_topic_score_gemma":0.000007560316,"teacher_disagreement_score":0.29809213,"about_ca_system_score_codex":0.00012677119,"about_ca_system_score_gemma":0.000038241385,"threshold_uncertainty_score":0.4618611},"labels":[],"label_agreement":null},{"id":"W2230887875","doi":"10.1080/10888438.2015.1107073","title":"The Random Forests statistical technique: An examination of its value for the study of reading","year":2016,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Advanced Text Analysis Techniques","field":"Computer Science","cited_by":168,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Child Health and Human Development; Social Sciences and Humanities Research Council of Canada; Natural Sciences and Engineering Research Council of Canada","keywords":"Reading (process); Computer science; Random forest; Statistical analysis; Value (mathematics); Statistics; Artificial intelligence; Machine learning; Mathematics; Linguistics","score_opus":0.047122001145699366,"score_gpt":0.36743177930217613,"score_spread":0.32030977815647677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2230887875","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06508529,0.00038188646,0.9326547,0.00009692932,0.00026645281,0.0013651322,0.000011662159,0.000061012342,0.00007693116],"genre_scores_gemma":[0.97080356,0.00007808747,0.028642835,0.0000017367795,0.000016422307,0.00022626991,6.6751744e-7,0.000008559219,0.00022188471],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9978935,0.0002175406,0.00060361094,0.00043370872,0.00059849554,0.00025312405],"domain_scores_gemma":[0.99281883,0.004800117,0.0005465073,0.0008948438,0.00090898987,0.00003072895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005625145,0.00013390147,0.0003712152,0.00021128546,0.00062657346,0.00005650282,0.0011917038,0.000029720055,6.90354e-7],"category_scores_gemma":[0.0026227299,0.00006351219,0.000080446465,0.0007180067,0.00066181686,0.00042804136,0.000381981,0.0000518974,3.8735112e-7],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000112679416,0.00040823105,0.0015309006,0.00016091454,0.0005057239,0.0000017934955,0.011902897,0.00013601551,0.19377854,0.20999867,0.00086679455,0.58059686],"study_design_scores_gemma":[0.0027501243,0.0019594976,0.012005637,0.0007698658,0.00038019166,0.0000050958197,0.011563359,0.023316212,0.8872185,0.058544476,0.0009987445,0.000488312],"about_ca_topic_score_codex":0.000007264964,"about_ca_topic_score_gemma":0.00006586709,"teacher_disagreement_score":0.90571827,"about_ca_system_score_codex":0.000060070597,"about_ca_system_score_gemma":0.000031952943,"threshold_uncertainty_score":0.48191598},"labels":[],"label_agreement":null},{"id":"W2282172764","doi":"10.1080/10888438.2015.1128435","title":"Eye-Movement Control in RAN and Reading","year":2016,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; Social Sciences and Humanities Research Council of Canada; Natural Sciences and Engineering Research Council of Canada; National Institutes of Health","keywords":"Eye movement; Saccadic masking; Rapid automatized naming; Reading (process); Comprehension; Cognitive psychology; Psychology; Visual search; Control (management); Ran; Computer science; Artificial intelligence; Dyslexia; Linguistics","score_opus":0.03187694484673188,"score_gpt":0.3447471731297852,"score_spread":0.31287022828305333,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2282172764","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98528814,0.0019644909,0.0002654922,0.0009791389,0.0026431046,0.0002730727,0.000013047516,0.00003597142,0.008537568],"genre_scores_gemma":[0.9810175,0.00006901231,0.000324682,0.00009123706,0.000040797215,0.00004464157,9.862424e-7,0.000011390843,0.018399775],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982875,0.00009145855,0.00046179412,0.0005204563,0.00022847876,0.00041031037],"domain_scores_gemma":[0.9988553,0.000513593,0.00015567092,0.0003064175,0.0001039907,0.00006501051],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017926598,0.000151475,0.00036683542,0.00036567828,0.00017514513,0.000039814284,0.00015090771,0.000043506305,0.00008322647],"category_scores_gemma":[0.0003036244,0.0001006424,0.000044936984,0.00030700394,0.00040489505,0.00011478511,0.00008346063,0.00006137184,0.00005172969],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024452966,0.00019677992,0.5436288,0.00015836245,0.00068638823,0.00006271589,0.07713303,0.0000026278703,0.1185178,0.024105646,0.028108666,0.20715465],"study_design_scores_gemma":[0.02170897,0.0005962798,0.6925622,0.007154685,0.00022344294,0.000032294847,0.0689435,0.00009369564,0.024923638,0.0153941875,0.16625068,0.0021163835],"about_ca_topic_score_codex":0.000036063593,"about_ca_topic_score_gemma":0.000015445105,"teacher_disagreement_score":0.20503826,"about_ca_system_score_codex":0.000103086706,"about_ca_system_score_gemma":0.000017311431,"threshold_uncertainty_score":0.4104078},"labels":[],"label_agreement":null},{"id":"W2396267779","doi":"10.1080/10888438.2016.1178267","title":"Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children With Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements","year":2016,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; SickKids Foundation; Hospital for Sick Children","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Child Health and Human Development","keywords":"Reading (process); Computer science; Word (group theory); Intervention (counseling); Decoding methods; Reading comprehension; Phonology; Psychology; Natural language processing; Linguistics","score_opus":0.18669406745797693,"score_gpt":0.3732811369542408,"score_spread":0.18658706949626389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2396267779","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9801957,0.0000758833,0.016396139,0.000020736565,0.0012516541,0.0017344314,0.00006112265,0.00008218378,0.00018217514],"genre_scores_gemma":[0.9859586,0.000014650764,0.00818758,0.000006404683,0.00012551372,0.0010258523,0.0000438268,0.000056754783,0.0045808125],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9962885,0.0001523531,0.0008991709,0.0012210652,0.00046830863,0.0009706032],"domain_scores_gemma":[0.9977997,0.0011715714,0.0002809083,0.00045387604,0.00015375332,0.00014021233],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0011180325,0.00046083488,0.000697919,0.0005011329,0.00052322756,0.00014676958,0.0003404815,0.00006143125,0.0000151361],"category_scores_gemma":[0.0005142858,0.00029976564,0.00018106536,0.0006879447,0.00022148191,0.00035476458,0.000100048506,0.00013643682,0.000013412143],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000959732,0.0010059938,0.41289675,0.00036288486,0.002196668,0.00001061777,0.048694294,0.00005050845,0.03431156,0.00042058565,0.00039168977,0.4986987],"study_design_scores_gemma":[0.037557915,0.002002952,0.8272524,0.01718223,0.00061140396,0.000039123774,0.026019441,0.00037267813,0.086506136,0.00020995612,0.00014809452,0.002097701],"about_ca_topic_score_codex":0.00013904562,"about_ca_topic_score_gemma":0.000024435974,"teacher_disagreement_score":0.49660102,"about_ca_system_score_codex":0.00041275364,"about_ca_system_score_gemma":0.000032155524,"threshold_uncertainty_score":0.99994546},"labels":[],"label_agreement":null},{"id":"W2509025967","doi":"10.1080/10888438.2016.1213265","title":"Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension","year":2016,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Dalhousie University; University of Toronto; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Cognate; Psychology; Reading comprehension; Reading (process); Comprehension; Second language; French immersion; Linguistics; Cognitive psychology; Developmental psychology; Mathematics education","score_opus":0.05306901370427344,"score_gpt":0.41072808768036334,"score_spread":0.35765907397608987,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2509025967","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99085563,0.0008300488,0.0007115551,0.0010468068,0.005153212,0.0004104729,0.00006927615,0.000055965935,0.0008670294],"genre_scores_gemma":[0.99277806,0.00004947969,0.00034078376,0.000050469196,0.000049242524,0.00007064751,0.000012289285,0.000016072547,0.006632975],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972679,0.00017805512,0.00066263444,0.0007520974,0.0005288596,0.0006104405],"domain_scores_gemma":[0.99808615,0.0006458955,0.0002030253,0.00048481885,0.00044559536,0.00013449298],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017241323,0.0002204288,0.0004963287,0.0007581965,0.0004421669,0.00006374208,0.00043629255,0.00007630413,0.00008035052],"category_scores_gemma":[0.00044296624,0.00015683813,0.000083841405,0.0010840762,0.00029292124,0.00015640495,0.00033676717,0.0001068681,0.0002788254],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001548565,0.00067013176,0.63176215,0.00011925459,0.00057494285,0.00008770397,0.05285112,0.00002989497,0.19219077,0.0074138436,0.07946398,0.034681343],"study_design_scores_gemma":[0.007374281,0.00040978345,0.8373943,0.009214671,0.00015422462,0.00004143023,0.02905559,0.000031410167,0.051934447,0.0027816233,0.0601019,0.0015063417],"about_ca_topic_score_codex":0.0001948299,"about_ca_topic_score_gemma":0.000035567387,"teacher_disagreement_score":0.20563214,"about_ca_system_score_codex":0.00035357298,"about_ca_system_score_gemma":0.000043307693,"threshold_uncertainty_score":0.6395673},"labels":[],"label_agreement":null},{"id":"W2566153123","doi":"10.1080/10888438.2016.1263993","title":"Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?","year":2016,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Allison University; Concordia University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Spelling; Reading (process); Context (archaeology); Computer science; Isolation (microbiology); Orthographic projection; Cognitive psychology; Psychology; Artificial intelligence; Linguistics","score_opus":0.023283941599785387,"score_gpt":0.2953020606060704,"score_spread":0.27201811900628503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2566153123","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99171007,0.0017800841,0.00005691317,0.00054117414,0.0029058787,0.00024557282,0.000011899159,0.00003755199,0.002710867],"genre_scores_gemma":[0.9691388,0.00015411466,0.00007775399,0.00001880252,0.000048348706,0.00002418489,0.000002371724,0.000017923045,0.030517709],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99818075,0.00014853099,0.0003296951,0.0006090957,0.00034747148,0.0003844611],"domain_scores_gemma":[0.9980918,0.0009652315,0.00031658442,0.00035674035,0.00018812713,0.00008151189],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040663758,0.00022255085,0.0005089065,0.00037220755,0.00028361077,0.000051087663,0.00018532242,0.00007811877,0.000077054334],"category_scores_gemma":[0.00033461498,0.00014468089,0.00012168843,0.000369713,0.00072132197,0.00008262406,0.00012307377,0.000119289405,0.000032762724],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002878134,0.00050467165,0.39018247,0.00090519665,0.0023654674,0.00002684969,0.07947159,3.9294747e-7,0.1041765,0.01745509,0.020970669,0.3836533],"study_design_scores_gemma":[0.010974703,0.003209528,0.56641203,0.008766812,0.0005657017,0.000038491547,0.027839137,0.000012437175,0.23155902,0.0010798911,0.14787915,0.0016631132],"about_ca_topic_score_codex":0.000013540629,"about_ca_topic_score_gemma":0.0000043872164,"teacher_disagreement_score":0.3819902,"about_ca_system_score_codex":0.000025841016,"about_ca_system_score_gemma":0.000015526059,"threshold_uncertainty_score":0.5899915},"labels":[],"label_agreement":null},{"id":"W2569068628","doi":"10.1080/10888438.2016.1254635","title":"Introduction to the Special Issue. Orthographic Learning and Mental Representations in Literacy: Striving for a Better Understanding of a Complex Lead Role","year":2017,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Allison University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Literacy; Emergent literacy; Lead (geology); Computer science; Psychology; Cognitive psychology; Mathematics education; Pedagogy","score_opus":0.0736318477119593,"score_gpt":0.3934114360206931,"score_spread":0.3197795883087338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2569068628","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98772055,0.00031243582,0.0004435233,0.0055614365,0.002763841,0.00055297225,0.0000178674,0.000012710775,0.0026146492],"genre_scores_gemma":[0.9939864,0.000019731915,0.0015726691,0.000013172735,0.00089071295,0.000045762783,0.00001391293,0.000009485295,0.003448147],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987231,0.00007613861,0.00036721857,0.000412412,0.0001813964,0.00023975936],"domain_scores_gemma":[0.9990017,0.00025005804,0.00029116884,0.00031668556,0.00011185286,0.00002857307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012887637,0.00010412333,0.00024818588,0.00036762332,0.0011571472,0.00018493352,0.0001869175,0.000025663496,0.000057349436],"category_scores_gemma":[0.00048158783,0.00008433716,0.000056056626,0.00027133911,0.00040537264,0.000175039,0.00015693464,0.00009969683,0.000004040529],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019262616,0.00010119786,0.5138996,0.00014159149,0.0003990606,0.0000026417192,0.3061825,0.000047364636,0.012421645,0.004072589,0.085525796,0.07701338],"study_design_scores_gemma":[0.0018904029,0.00027246986,0.36044607,0.00067868887,0.00009638762,0.000016887063,0.23667563,0.0006314209,0.0012208024,0.0031957347,0.39441317,0.00046231513],"about_ca_topic_score_codex":0.000071982446,"about_ca_topic_score_gemma":0.00015816276,"teacher_disagreement_score":0.3088874,"about_ca_system_score_codex":0.000059839986,"about_ca_system_score_gemma":0.00000996269,"threshold_uncertainty_score":0.88999575},"labels":[],"label_agreement":null},{"id":"W2622869215","doi":"10.1080/10888438.2017.1323906","title":"The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective","year":2017,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Japan Society for the Promotion of Science","keywords":"Kanji; Phonological awareness; Reading (process); Psychology; Fluency; Syllabic verse; Word (group theory); Cognitive psychology; Perspective (graphical); Cognition; Linguistics; Computer science; Chinese characters; Artificial intelligence; Speech recognition","score_opus":0.030970063450187824,"score_gpt":0.3943402712589822,"score_spread":0.36337020780879437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2622869215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98403645,0.0038380965,0.0000020567172,0.00008759941,0.0018809984,0.00028181917,0.0000107735905,0.000019778858,0.009842452],"genre_scores_gemma":[0.99563634,0.00006162844,0.00020588923,0.000006109423,0.000033858818,0.00006939346,0.0000027207134,0.000014448875,0.003969615],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99749285,0.00017791777,0.0007280025,0.00069564866,0.00037034042,0.0005352235],"domain_scores_gemma":[0.9974267,0.000634318,0.0006178339,0.00097002846,0.0002978289,0.000053301137],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035298204,0.0002148005,0.0005419241,0.0004972509,0.00091871526,0.00020862908,0.0008259374,0.00010139422,0.000018865227],"category_scores_gemma":[0.0017660307,0.00014993559,0.00011721418,0.0006585209,0.0020700677,0.00018085547,0.00031915907,0.00028214726,0.000010970486],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000117805204,0.00018125786,0.7247312,0.000030569146,0.00014579137,0.00013282495,0.26133254,0.000037330978,0.0036470774,0.003803807,0.0000879369,0.005751846],"study_design_scores_gemma":[0.000880202,0.00005954397,0.7223629,0.00069372135,0.000018485449,0.0000358048,0.26939082,0.000042557436,0.002871974,0.0030719575,0.0002930295,0.00027902974],"about_ca_topic_score_codex":0.0014611094,"about_ca_topic_score_gemma":0.00085727026,"teacher_disagreement_score":0.01159991,"about_ca_system_score_codex":0.0001225453,"about_ca_system_score_gemma":0.000052320916,"threshold_uncertainty_score":0.76272506},"labels":[],"label_agreement":null},{"id":"W2788722687","doi":"10.1080/10888438.2018.1435663","title":"Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency","year":2018,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":144,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Phonological awareness; Reading (process); Literacy; Reading comprehension; Vocabulary; Psychology; Comprehension; Family literacy; Emergent literacy; Learning to read; Phonemic awareness; Vocabulary development; Shared reading; Developmental psychology; Computer science; Mathematics education; Teaching method; Linguistics; Pedagogy","score_opus":0.04391806792023888,"score_gpt":0.3708083427012735,"score_spread":0.3268902747810346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788722687","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9923529,0.0023302394,0.00028714546,0.000086161985,0.002682433,0.0002621374,0.00003175767,0.00006190933,0.001905324],"genre_scores_gemma":[0.9892367,0.00013317817,0.0073747,0.000048729857,0.00022063967,0.00004207295,0.00001863295,0.000034013592,0.0028913135],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99674195,0.00023080873,0.0010406614,0.0008551402,0.00053028,0.0006011859],"domain_scores_gemma":[0.99689144,0.0006758613,0.0006357826,0.00083487446,0.00083019206,0.000131875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030276582,0.00030845616,0.00057664304,0.00046735606,0.000858976,0.00017936554,0.000499158,0.000078497236,0.00006123196],"category_scores_gemma":[0.0006496667,0.00022255408,0.00008372179,0.0006411975,0.0010689182,0.00057992846,0.0003216698,0.00018412218,0.0000148111285],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005328758,0.00025722408,0.025574045,0.00018315221,0.00045985694,0.000008444469,0.7275868,0.000036733818,0.034333747,0.0034915495,0.0013976913,0.20661746],"study_design_scores_gemma":[0.0073766722,0.0036530115,0.39484814,0.011839302,0.001393551,0.00030409303,0.33980036,0.049840257,0.12611185,0.040056165,0.019265546,0.0055110822],"about_ca_topic_score_codex":0.000025560015,"about_ca_topic_score_gemma":0.00000706852,"teacher_disagreement_score":0.38778648,"about_ca_system_score_codex":0.000054703767,"about_ca_system_score_gemma":0.000047047655,"threshold_uncertainty_score":0.9075492},"labels":[],"label_agreement":null},{"id":"W2803726429","doi":"10.1080/10888438.2018.1466890","title":"Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala","year":2018,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Reading (process); Phonological awareness; Phonemic awareness; Association (psychology); Word (group theory); Computer science; Word recognition; Linguistics; Psychology","score_opus":0.12567734719765497,"score_gpt":0.38962923267386174,"score_spread":0.26395188547620674,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803726429","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.993388,0.0016984747,0.00031782093,0.00091014884,0.0028783865,0.00032525748,0.0000091484535,0.00002292658,0.0004498219],"genre_scores_gemma":[0.9914155,0.000014116888,0.0052950094,0.000051367784,0.000082804385,0.00005254368,0.000004114473,0.0000118715325,0.0030726616],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983118,0.000100218786,0.0005205124,0.0005722757,0.00023446862,0.00026070184],"domain_scores_gemma":[0.99834967,0.00066787715,0.00018433777,0.00032077535,0.0003777811,0.00009958881],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014651368,0.00016153883,0.00028536152,0.00033888995,0.00075767655,0.00007173806,0.00022485676,0.000046435853,0.00003044102],"category_scores_gemma":[0.00061703805,0.00012385297,0.00002337173,0.0007789009,0.00028079347,0.00014825836,0.0002874528,0.000079360485,0.00010635056],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015785386,0.00005131671,0.12611799,0.00017244357,0.00028858625,0.0000014009252,0.754602,0.000004914354,0.019570917,0.0006202762,0.02477812,0.073634155],"study_design_scores_gemma":[0.0005248801,0.00010965924,0.88817334,0.0035741234,0.00007836026,0.000012334497,0.030547455,0.000044694516,0.038536184,0.00029002293,0.037657816,0.0004511182],"about_ca_topic_score_codex":0.00005204093,"about_ca_topic_score_gemma":0.00014457297,"teacher_disagreement_score":0.7620554,"about_ca_system_score_codex":0.00008089305,"about_ca_system_score_gemma":0.00006136073,"threshold_uncertainty_score":0.5827512},"labels":[],"label_agreement":null},{"id":"W2886409123","doi":"10.1080/10888438.2018.1499745","title":"Morphological Processing Before and During Children’s Spelling","year":2018,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"Coventry University","keywords":"Morpheme; Spelling; Dictation; Linguistics; Handwriting; Psychology; Orthography; Computer science; Lexicon; Control (management); Dysgraphia; Natural language processing; Artificial intelligence; Reading (process); Speech recognition; Dyslexia","score_opus":0.03368025268605751,"score_gpt":0.337300196920448,"score_spread":0.3036199442343905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886409123","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99271274,0.0016651939,0.000052582567,0.00007290725,0.0013290917,0.00013230293,0.0000038373037,0.00005832208,0.003973011],"genre_scores_gemma":[0.9916306,0.000014841848,0.001983851,0.000016851178,0.00020718595,0.000008229967,0.000003195891,0.0000120748655,0.006123131],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99849665,0.000036671976,0.00033035595,0.0005539693,0.00020636724,0.00037599396],"domain_scores_gemma":[0.9993173,0.000050056336,0.00015635128,0.00023075061,0.00018129761,0.00006423622],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007219108,0.00014841546,0.000269669,0.0002065703,0.0006526678,0.00008968344,0.00015929872,0.000053514537,0.00009091977],"category_scores_gemma":[0.000121432175,0.00011599397,0.000039831386,0.00035017965,0.0010638686,0.00010610308,0.00015302098,0.00010248407,0.0000731826],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012711865,0.00016746273,0.68709075,0.00026440644,0.00052477437,0.000070489565,0.18251848,0.000003380918,0.020752212,0.0021417686,0.004816639,0.10152249],"study_design_scores_gemma":[0.0011740436,0.00029055096,0.9570998,0.00089636695,0.000093841394,0.00046441378,0.016443638,0.00008072656,0.018179748,0.0016357771,0.003042367,0.00059874787],"about_ca_topic_score_codex":0.00001142697,"about_ca_topic_score_gemma":0.0000064031824,"teacher_disagreement_score":0.270009,"about_ca_system_score_codex":0.000038138165,"about_ca_system_score_gemma":0.000013541509,"threshold_uncertainty_score":0.5019859},"labels":[],"label_agreement":null},{"id":"W2890892894","doi":"10.1080/10888438.2018.1510936","title":"Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency","year":2018,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":312,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Rapid automatized naming; Reading (process); Fluency; Orthography; Phonological awareness; Computer science; Linguistics; Cognition; German; Psychology; Cognitive psychology","score_opus":0.04426662613644091,"score_gpt":0.33355173269139105,"score_spread":0.28928510655495016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2890892894","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99364924,0.0023208826,0.000049915947,0.000027985936,0.0011030001,0.00027554767,0.000012052018,0.000043729357,0.0025176236],"genre_scores_gemma":[0.9959509,0.00012019767,0.003450781,0.0000035769783,0.000027152826,0.000031626416,0.0000049464275,0.000014817288,0.00039602647],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975368,0.00015710024,0.000852631,0.0006489592,0.00037783448,0.0004267185],"domain_scores_gemma":[0.9977176,0.00081723445,0.0005725341,0.00036413106,0.00046346567,0.000064989596],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0014372848,0.00024870824,0.0008321698,0.0009479224,0.0003421761,0.000032924563,0.00023747832,0.000090179055,0.00004617695],"category_scores_gemma":[0.0005474409,0.00018841066,0.0000779201,0.0012857676,0.0031137473,0.000150861,0.00017633404,0.00012675207,0.0000029722673],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030680117,0.00014278891,0.9124023,0.00041069975,0.0007471989,0.0000298823,0.072343335,0.000013219422,0.0065604486,0.0016078248,0.00021645507,0.0052190805],"study_design_scores_gemma":[0.002704627,0.0012590117,0.92395,0.004982022,0.0002644378,0.000108452856,0.051300634,0.0003305939,0.013959352,0.00043029434,0.00014601515,0.00056454097],"about_ca_topic_score_codex":0.00025177686,"about_ca_topic_score_gemma":0.0000688922,"teacher_disagreement_score":0.021042699,"about_ca_system_score_codex":0.000037832055,"about_ca_system_score_gemma":0.00007456667,"threshold_uncertainty_score":0.9995992},"labels":[],"label_agreement":null},{"id":"W2898589908","doi":"10.1080/10888438.2018.1529767","title":"Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention","year":2018,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University; Hospital for Sick Children; University of Toronto","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Child Health and Human Development; National Institute of Neurological Disorders and Stroke","keywords":"Attribution; Reading (process); Psychology; Developmental psychology; Cognitive psychology; Social psychology; Linguistics","score_opus":0.04112165611950963,"score_gpt":0.35854425050016153,"score_spread":0.3174225943806519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2898589908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99019325,0.00059418683,0.000437377,0.00009588354,0.0039788443,0.00023028848,0.0000144327,0.00004025204,0.00441551],"genre_scores_gemma":[0.99222267,0.000032156284,0.0004994165,0.000011557493,0.00012080079,0.000025145402,0.000022924514,0.000011788333,0.0070535694],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9983636,0.00011405124,0.00042286684,0.0004979818,0.0003088911,0.000292601],"domain_scores_gemma":[0.9985815,0.000208974,0.00034558776,0.00027409868,0.0005387104,0.000051074636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014752655,0.00015300553,0.0003288823,0.00037204754,0.00044154256,0.00004889833,0.000097442964,0.00007394283,0.0000843706],"category_scores_gemma":[0.0003359345,0.00013590588,0.00005589479,0.00053114834,0.00071571383,0.00024830282,0.00012788626,0.000098698176,0.000064564076],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00053026073,0.0008317024,0.29052672,0.0006498484,0.0015325048,0.000014976643,0.059321843,0.0000024179553,0.3285553,0.04750748,0.0235344,0.24699257],"study_design_scores_gemma":[0.001836621,0.0013477943,0.8569739,0.001826484,0.0003537289,0.00009869186,0.025045618,0.00006289807,0.082168825,0.0048479787,0.024724476,0.00071301084],"about_ca_topic_score_codex":0.00007731914,"about_ca_topic_score_gemma":0.000009625091,"teacher_disagreement_score":0.56644714,"about_ca_system_score_codex":0.00008146664,"about_ca_system_score_gemma":0.000031778196,"threshold_uncertainty_score":0.5542081},"labels":[],"label_agreement":null},{"id":"W3114143680","doi":"10.1080/10888438.2020.1817027","title":"Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs","year":2020,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Max Bell Foundation","keywords":"Pseudoword; French immersion; Reading (process); Literacy; Intervention (counseling); Psychology; Multilevel model; Transfer of training; Linguistics; Mathematics education; Computer science; Pedagogy; Cognitive psychology","score_opus":0.04156330492404382,"score_gpt":0.36862575427713246,"score_spread":0.32706244935308865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3114143680","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9945137,0.0014753819,0.00012995148,0.000037279067,0.0025302598,0.00042037733,0.00004172487,0.000059373928,0.0007919497],"genre_scores_gemma":[0.997262,0.000035822497,0.00064110005,0.000013922434,0.00022645442,0.000029112967,0.00004681413,0.000024731335,0.0017200188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970308,0.00011634723,0.0008642214,0.00084390596,0.00063276355,0.00051196694],"domain_scores_gemma":[0.99829817,0.0004213435,0.0002313728,0.00032777357,0.00053087546,0.00019047939],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0011291349,0.00027866618,0.0006779008,0.00025565553,0.00037245167,0.00022041862,0.00045342703,0.000096101896,0.000059161783],"category_scores_gemma":[0.00051355583,0.0002470327,0.00013404108,0.0007833158,0.00085603126,0.00018558025,0.00023704553,0.00022957088,0.000010502826],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000073055157,0.00011258735,0.76543945,0.0002603795,0.00036117906,0.000010208404,0.22321317,0.0000012999875,0.0007623798,0.000052500814,0.0006381298,0.00914139],"study_design_scores_gemma":[0.0014871557,0.00031034258,0.9755967,0.0014390089,0.00021721688,0.0000024827054,0.009852902,0.000019251722,0.0051372186,0.00010891271,0.005344112,0.00048464962],"about_ca_topic_score_codex":0.00011065807,"about_ca_topic_score_gemma":0.0000026057833,"teacher_disagreement_score":0.21336026,"about_ca_system_score_codex":0.00004598296,"about_ca_system_score_gemma":0.000020312278,"threshold_uncertainty_score":0.9999982},"labels":[],"label_agreement":null},{"id":"W3193507181","doi":"10.1080/10888438.2021.1965607","title":"Difference Between Children and Adults in the Print-speech Coactivated Network","year":2021,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Fundamental Research Funds for the Central Universities; National Natural Science Foundation of China","keywords":"Coactivation; Supramarginal gyrus; Reading (process); Psychology; Functional magnetic resonance imaging; Insula; Cognitive psychology; Brain mapping; Neuroscience; Linguistics","score_opus":0.03757185012315575,"score_gpt":0.327423592125619,"score_spread":0.2898517420024632,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3193507181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99483794,0.0020333226,0.000015110417,0.00024890286,0.00079775165,0.00017523265,0.00000933246,0.000017128981,0.001865264],"genre_scores_gemma":[0.99716586,0.000056676887,0.00042954623,0.000034451565,0.00007837939,0.000016597556,0.00002306641,0.0000065251293,0.0021889142],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99852556,0.00017811093,0.0003052352,0.00045589855,0.00021968513,0.00031552737],"domain_scores_gemma":[0.9988606,0.00053585373,0.000111275025,0.0003433173,0.00011717927,0.00003178342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010754914,0.000119552766,0.0002744856,0.000085525484,0.00025329803,0.00007358588,0.00020815665,0.000042292075,0.000019928646],"category_scores_gemma":[0.00020283865,0.000082662744,0.000032620224,0.00068458344,0.00027138955,0.000040733426,0.00015282334,0.00015658145,0.000010750242],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020961925,0.00006165195,0.87313455,0.00002895396,0.0002345836,0.000021695922,0.04410247,0.0000024192316,0.00028331747,0.0010721894,0.0045970595,0.07644014],"study_design_scores_gemma":[0.00033019367,0.000019211482,0.9915516,0.00029424223,0.00001791127,0.000017615079,0.005662926,0.000002880163,0.000673502,0.00044041508,0.00088456884,0.00010496766],"about_ca_topic_score_codex":0.0000638367,"about_ca_topic_score_gemma":0.00003436413,"teacher_disagreement_score":0.11841701,"about_ca_system_score_codex":0.00002526151,"about_ca_system_score_gemma":0.00002190287,"threshold_uncertainty_score":0.33708888},"labels":[],"label_agreement":null},{"id":"W3195043382","doi":"10.1080/10888438.2021.1969402","title":"Exploring Correlates of Braille Reading Performance in Working-age and Older Adults with Visual Impairments","year":2021,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Tactile and Sensory Interactions","field":"Neuroscience","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Centre intégré universitaire de santé et de services sociaux de la Mauricie-et-du-Centre-du-Québec; Centre intégré de santé et de services sociaux de la Montérégie-Centre; Université de Montréal; Centre de réadaptation Lethbridge-Layton-Mackay","funders":"Centre for Interdisciplinary Research in Rehabilitation","keywords":"Braille; Reading (process); Psychology; Audiology; Visually impaired; Developmental psychology; Computer science; Medicine; Optometry; Linguistics","score_opus":0.09593971376323214,"score_gpt":0.30994553927984747,"score_spread":0.21400582551661534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3195043382","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99745035,0.000112486065,0.0000044944536,0.000023908815,0.00088799064,0.00011936089,0.0000028107177,0.000019067144,0.0013795334],"genre_scores_gemma":[0.9983928,0.0003786197,0.00010379718,0.000009257313,0.000015255108,0.000015169613,0.0000011312687,0.00001042749,0.0010735043],"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99868846,0.000045660712,0.0002965318,0.00044534612,0.00026586256,0.0002581619],"domain_scores_gemma":[0.9991158,0.0004067279,0.00016110635,0.0001773906,0.00009936265,0.00003956508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00014766448,0.000120470526,0.00026514643,0.00024758402,0.00028657645,0.000050636623,0.0000918908,0.000020701786,0.0000127608355],"category_scores_gemma":[0.0004424665,0.000103253224,0.000034058274,0.00077457435,0.00033228152,0.00046439504,0.00013153852,0.0001324715,0.0000044344642],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00030561836,0.00040658764,0.31134057,0.0006357398,0.00008951016,0.00033545675,0.07792378,0.00035282894,0.5911549,0.00028740472,0.00012751251,0.017040143],"study_design_scores_gemma":[0.00090836734,0.00017256728,0.052755807,0.00375246,0.000027009208,0.00007555822,0.046314724,0.0010947869,0.89433825,0.00001474703,0.0003127829,0.0002329301],"about_ca_topic_score_codex":0.00001038345,"about_ca_topic_score_gemma":0.000047262147,"teacher_disagreement_score":0.3031834,"about_ca_system_score_codex":0.000041882682,"about_ca_system_score_gemma":0.000024133808,"threshold_uncertainty_score":0.42105445},"labels":[],"label_agreement":null},{"id":"W4295533002","doi":"10.1080/10888438.2022.2123275","title":"Are Vocabulary and Word Reading Reciprocally Related?","year":2022,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Vocabulary; Reading (process); Word (group theory); Vocabulary development; Computer science; Point (geometry); Linguistics; Psychology; Sample (material); Mathematics","score_opus":0.04650023965024576,"score_gpt":0.33098634272329364,"score_spread":0.2844861030730479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4295533002","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9697741,0.0070116087,0.0000149866855,0.0005058715,0.006032387,0.00024057548,0.000018121893,0.00009717378,0.016305156],"genre_scores_gemma":[0.94233394,0.000051482675,0.00074402854,0.00009818844,0.00004135966,0.000095557625,0.000011146516,0.000025500545,0.056598812],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99767774,0.00018376105,0.0005370566,0.000728037,0.0004366804,0.00043674608],"domain_scores_gemma":[0.99857116,0.00031645855,0.00045237417,0.00044411243,0.00013267352,0.000083214334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023104572,0.00018526004,0.00040464874,0.00042540662,0.0012663276,0.000066835346,0.00028612642,0.00004477629,0.00029742924],"category_scores_gemma":[0.00031428854,0.00017812083,0.00007543517,0.00085523125,0.00041947537,0.00010601973,0.00050526723,0.0002959119,0.000040884242],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003265295,0.000418316,0.20610967,0.0004006206,0.0021128869,0.0005784422,0.2831558,0.00012424208,0.007102062,0.020071656,0.30463818,0.17496163],"study_design_scores_gemma":[0.002408722,0.00039473383,0.13896506,0.0011650912,0.00026403507,0.0005893097,0.28435004,0.0001424282,0.0013589605,0.008847172,0.5599947,0.0015197657],"about_ca_topic_score_codex":0.000019465666,"about_ca_topic_score_gemma":0.0000030508675,"teacher_disagreement_score":0.25535652,"about_ca_system_score_codex":0.00014132791,"about_ca_system_score_gemma":0.00002880893,"threshold_uncertainty_score":0.9739695},"labels":[],"label_agreement":null},{"id":"W4313406310","doi":"10.1080/10888438.2022.2155524","title":"A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia","year":2022,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University; University of Alberta","funders":"","keywords":"Dyslexia; Developmental dyslexia; Psychology; Cognitive psychology; Biological theories of dyslexia; Developmental psychology; Computer science; Reading (process); Linguistics","score_opus":0.27205210584689965,"score_gpt":0.39506147716260587,"score_spread":0.12300937131570622,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313406310","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9915816,0.0036384042,0.000038362265,0.000075973774,0.0009734887,0.0001768454,0.00008570916,0.000020792222,0.0034088208],"genre_scores_gemma":[0.99270964,0.00000625309,0.0014414864,0.00003248695,0.000004398865,0.00018406741,0.00003893882,0.000008828598,0.005573926],"study_design_codex":"meta_analysis","study_design_gemma":"observational","domain_scores_codex":[0.9973184,0.0002895696,0.0008254081,0.00064089807,0.00056760135,0.00035816274],"domain_scores_gemma":[0.99870443,0.00044199193,0.00033911507,0.00033171545,0.00014185696,0.000040864885],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0027521877,0.00017601918,0.001213774,0.0013377343,0.0003584622,0.000019445612,0.00040835116,0.000034335764,0.0019216666],"category_scores_gemma":[0.0001346767,0.0001440844,0.00045978476,0.0035936367,0.00032685394,0.000051811625,0.00043921405,0.0001498768,0.000013704766],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00033740065,0.0016588912,0.3303673,0.00015516863,0.38688934,0.00056391896,0.23570463,0.00560223,0.010987966,0.0093448805,0.012901525,0.0054867556],"study_design_scores_gemma":[0.0033958876,0.00063930766,0.42378032,0.00008823843,0.1605556,0.0002819779,0.36640877,0.0007045125,0.008695158,0.0022707654,0.03069798,0.0024814946],"about_ca_topic_score_codex":0.00016477457,"about_ca_topic_score_gemma":0.000052667703,"teacher_disagreement_score":0.22633372,"about_ca_system_score_codex":0.00017346798,"about_ca_system_score_gemma":0.00006759302,"threshold_uncertainty_score":0.9989907},"labels":[],"label_agreement":null},{"id":"W4319786765","doi":"10.1080/10888438.2023.2169147","title":"Unpacking the Effects of Parents on Their Children’s Emergent Literacy Skills and Word Reading: Evidence from Urban and Rural Settings in China","year":2023,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Literacy; Psychology; Disadvantaged; Socioeconomic status; Developmental psychology; Reading (process); Phonological awareness; Vocabulary development; Vocabulary; Pinyin; Reading comprehension; Mediation; Mathematics education; Pedagogy; Teaching method; Medicine; Population; Sociology; Political science; Chinese characters; Environmental health","score_opus":0.01768624426949064,"score_gpt":0.32309150422529614,"score_spread":0.30540525995580553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319786765","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99210167,0.004889365,0.000001797868,0.00030179863,0.0021444596,0.00039911136,0.000024520687,0.000038075654,0.00009918937],"genre_scores_gemma":[0.998144,0.0006751715,0.000068080364,0.000029004159,0.000056579713,0.000044061275,0.000018096787,0.000017111479,0.0009479461],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99796665,0.00020642421,0.00052082696,0.0005814347,0.00030980408,0.00041488544],"domain_scores_gemma":[0.997102,0.0020279032,0.00030163434,0.00042859564,0.000077086625,0.000062758874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014621025,0.00023663967,0.00044458962,0.00040529858,0.00033771436,0.000093862785,0.0002691546,0.000051017392,0.000008667361],"category_scores_gemma":[0.0010370438,0.00015787152,0.000062380175,0.0008539058,0.00040312018,0.00016298502,0.0002846987,0.00018405856,0.0000098173405],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003993202,0.00007363539,0.67635983,0.00016351556,0.00027338936,0.000008474394,0.27831757,0.000005460994,0.0050101206,0.0001208361,0.0058385367,0.033788685],"study_design_scores_gemma":[0.00040932067,0.00007510068,0.98274875,0.005102038,0.00003281484,0.0000026988082,0.006459776,0.00003688756,0.00424255,0.00045413148,0.0002603479,0.00017561535],"about_ca_topic_score_codex":0.00020328489,"about_ca_topic_score_gemma":0.000009052375,"teacher_disagreement_score":0.30638888,"about_ca_system_score_codex":0.00004901178,"about_ca_system_score_gemma":0.000013083747,"threshold_uncertainty_score":0.64378136},"labels":[],"label_agreement":null},{"id":"W4323311779","doi":"10.1080/10888438.2023.2186233","title":"The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling","year":2023,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"Natural Sciences and Engineering Research Council of Canada; Canadian Network for Research and Innovation in Machining Technology, Natural Sciences and Engineering Research Council of Canada; Coventry University","keywords":"Spelling; Morpheme; Linguistics; Psychology; Priming (agriculture); Task (project management); Reading (process); Handwriting; Morphophonology; Phonology; Cognitive psychology; Computer science; Natural language processing; Artificial intelligence; Biology","score_opus":0.06292193750009065,"score_gpt":0.35416405158616954,"score_spread":0.2912421140860789,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323311779","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99513566,0.001947841,0.000003209345,0.0014134875,0.00045605807,0.00020847327,0.0000033206002,0.000045819506,0.00078609743],"genre_scores_gemma":[0.9969884,0.0013349305,0.00006998611,0.00000843905,0.00013564585,0.000013970848,0.000002415627,0.0000040646414,0.0014421274],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9988855,0.00014350416,0.00018249058,0.00023575692,0.00026411263,0.00028860563],"domain_scores_gemma":[0.99768513,0.001931954,0.000093169845,0.00011200445,0.00015229099,0.000025449528],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004954625,0.00006206985,0.00010490446,0.00007937273,0.0022503273,0.0001890009,0.0002163731,0.000028445867,0.0000024026324],"category_scores_gemma":[0.0056724283,0.00003690624,0.000021258116,0.0009656081,0.0012956142,0.000077221266,0.000087810025,0.00009326463,0.00001141063],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016044216,0.000072473755,0.57109004,0.00017247006,0.000071454124,0.0000046905325,0.3456086,0.00016395804,0.0013502225,0.0018305354,0.009438635,0.07018091],"study_design_scores_gemma":[0.00042615502,0.000036213347,0.18430546,0.0009041797,0.000030422416,0.000007106442,0.8037193,0.00051854184,0.002173723,0.0023892343,0.0052030636,0.0002866145],"about_ca_topic_score_codex":0.0003233148,"about_ca_topic_score_gemma":0.0013111697,"teacher_disagreement_score":0.45811072,"about_ca_system_score_codex":0.000029192395,"about_ca_system_score_gemma":0.00005758259,"threshold_uncertainty_score":0.9990486},"labels":[],"label_agreement":null},{"id":"W4362588426","doi":"10.1080/10888438.2023.2196022","title":"The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children","year":2023,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Reading comprehension; Comprehension; French immersion; Psychology; Literacy; Reading (process); Developmental psychology; Linguistics; Mathematics education; Pedagogy","score_opus":0.03145851112794304,"score_gpt":0.32389007519868623,"score_spread":0.2924315640707432,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362588426","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9909324,0.0031474754,0.0000046455025,0.000036136338,0.0038661708,0.00031730405,0.000006370119,0.00008460944,0.0016048593],"genre_scores_gemma":[0.9981484,0.00020255636,0.0002084431,0.0000015294547,0.00007971426,0.000025522126,0.00001678499,0.000021319316,0.001295734],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973491,0.00017878918,0.0008033275,0.00056973496,0.0005314624,0.0005675961],"domain_scores_gemma":[0.9977488,0.0010339223,0.000418882,0.0005144344,0.00022340567,0.000060543895],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021422335,0.00020497708,0.00043546996,0.00058321375,0.0008109539,0.000058500354,0.00037852896,0.00008170493,0.000007820216],"category_scores_gemma":[0.00022250618,0.00015665045,0.00010497797,0.0015226654,0.00049334374,0.0001433355,0.00039314688,0.00023485637,0.000035824403],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023507597,0.000033996286,0.92162967,0.000036441797,0.0001361277,0.0000042575057,0.024385098,0.00015268041,0.027831685,0.0001552523,0.0012021367,0.02440913],"study_design_scores_gemma":[0.00041147694,0.000044892524,0.94372344,0.0013308293,0.000025375257,0.000004577756,0.039262023,0.0007005653,0.013474348,0.0002515017,0.0005992928,0.00017169729],"about_ca_topic_score_codex":0.00047049223,"about_ca_topic_score_gemma":0.0000136721665,"teacher_disagreement_score":0.024237433,"about_ca_system_score_codex":0.000093835966,"about_ca_system_score_gemma":0.000020717585,"threshold_uncertainty_score":0.63880205},"labels":[],"label_agreement":null},{"id":"W4391844946","doi":"10.1080/10888438.2024.2317934","title":"Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire","year":2024,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Jacobs Foundation","keywords":"Reading (process); Orthography; Phonology; Consistency (knowledge bases); Computer science; Cote d ivoire; Linguistics; Relation (database); Semantics (computer science); Psychology; Artificial intelligence; Humanities","score_opus":0.09475976373950815,"score_gpt":0.3606043396880532,"score_spread":0.26584457594854505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391844946","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9853107,0.007048932,0.000009345864,0.00061534403,0.0050130286,0.00021980851,0.000010218091,0.000042437776,0.0017302],"genre_scores_gemma":[0.99564344,0.00010156767,0.00026229976,0.000017844897,0.000038991144,0.00005711826,0.000013238482,0.000013545834,0.0038519467],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997452,0.00019115712,0.0007230711,0.0006536728,0.0004063252,0.000573772],"domain_scores_gemma":[0.999247,0.0002872126,0.00008990678,0.00028171,0.0000457222,0.000048407863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025759349,0.00020933729,0.00045783084,0.0012928887,0.00012165618,0.00012345439,0.0003146986,0.00008025271,0.00008100519],"category_scores_gemma":[0.00017899463,0.00018471196,0.000069707705,0.001655918,0.00034340716,0.00019032732,0.00018565584,0.00033659465,0.000029917805],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027380855,0.00011514914,0.5751333,0.00021759559,0.00015308481,0.00015044553,0.38395253,0.000019511883,0.00040252312,0.0017621929,0.0048397877,0.03322646],"study_design_scores_gemma":[0.0006703354,0.000043457763,0.80141526,0.003640955,0.000023021488,0.00001221075,0.18789005,0.00031180258,0.0004278252,0.0025085036,0.0026255879,0.00043099886],"about_ca_topic_score_codex":0.0006039979,"about_ca_topic_score_gemma":0.00059498486,"teacher_disagreement_score":0.22628191,"about_ca_system_score_codex":0.00022673834,"about_ca_system_score_gemma":0.0000676923,"threshold_uncertainty_score":0.75323355},"labels":[],"label_agreement":null},{"id":"W4399239775","doi":"10.1080/10888438.2024.2360189","title":"Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development","year":2024,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; The Research Council","keywords":"Fluency; Word recognition; Computer science; Word (group theory); Reading (process); Natural language processing; Word processing; Linguistics; Text processing; Artificial intelligence; Psychology; Cognitive psychology; Mathematics education","score_opus":0.03757968350179373,"score_gpt":0.3314511854653158,"score_spread":0.2938715019635221,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399239775","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96167225,0.02613739,0.0000677247,0.00014189159,0.0023336112,0.00031996088,0.000008651356,0.000052689225,0.009265821],"genre_scores_gemma":[0.99576795,0.000047276444,0.0019412317,0.000013636763,0.000063995954,0.00007485062,0.000009549804,0.000020477004,0.0020610243],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9976819,0.00009890089,0.00075038156,0.00064152735,0.0003978311,0.00042945525],"domain_scores_gemma":[0.9990339,0.000295961,0.00018532088,0.00023951037,0.00019130768,0.00005397926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022124357,0.00021389118,0.0003609059,0.00058145844,0.00041189205,0.00017456805,0.00022355073,0.00006292441,0.000063507636],"category_scores_gemma":[0.00013999427,0.00015607863,0.000060902665,0.0012388639,0.00055846653,0.00012387574,0.00018001793,0.0002039474,0.000036547248],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003890399,0.00008685057,0.0037169962,0.0004037431,0.000179323,0.000019849547,0.16338971,0.000026924963,0.006562528,0.0013751101,0.0006604747,0.82353956],"study_design_scores_gemma":[0.003841378,0.00031885025,0.1007625,0.035191905,0.00073878205,0.00041258737,0.48858216,0.004654401,0.1373094,0.028337605,0.19625974,0.0035906816],"about_ca_topic_score_codex":0.000029096258,"about_ca_topic_score_gemma":0.000017889939,"teacher_disagreement_score":0.8199489,"about_ca_system_score_codex":0.00013358923,"about_ca_system_score_gemma":0.00013768765,"threshold_uncertainty_score":0.6364702},"labels":[],"label_agreement":null},{"id":"W4401642240","doi":"10.1080/10888438.2024.2382204","title":"Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study","year":2024,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Reading comprehension; Reading (process); Comprehension; Psychology; Longitudinal study; Developmental psychology; Computer science; Linguistics; Medicine","score_opus":0.062411717741415185,"score_gpt":0.39247260558902064,"score_spread":0.33006088784760546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401642240","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9852388,0.005098372,0.00008112031,0.00015462395,0.008425393,0.00049123476,0.000016746222,0.00008537938,0.00040835649],"genre_scores_gemma":[0.99752843,0.000029177274,0.0005216548,0.000016285028,0.0002716768,0.0000766667,0.000028389491,0.000022285867,0.0015054164],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99730307,0.0002402336,0.00055961835,0.0010242319,0.0005288123,0.00034406138],"domain_scores_gemma":[0.9976195,0.0016617218,0.000103001956,0.00043936027,0.00011588839,0.000060546437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012057535,0.0002649712,0.0004561808,0.00069980277,0.00025572215,0.0001894193,0.00027919054,0.00005425321,0.00010688446],"category_scores_gemma":[0.00048236919,0.00020619664,0.00009845963,0.00096942077,0.00015046578,0.00021168665,0.000189548,0.00026439957,0.00018748369],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001420218,0.00029759755,0.9060126,0.00008988622,0.00066870626,0.00013844452,0.063671425,0.00010144848,0.0042684856,0.00087765703,0.012951496,0.010780224],"study_design_scores_gemma":[0.0005688884,0.00028250957,0.99060506,0.0038779173,0.0000520701,0.000009099084,0.0023728772,0.0002094753,0.0012756183,0.0002833722,0.00019055996,0.00027254765],"about_ca_topic_score_codex":0.00025798462,"about_ca_topic_score_gemma":0.00007559395,"teacher_disagreement_score":0.084592454,"about_ca_system_score_codex":0.00014956435,"about_ca_system_score_gemma":0.00003704351,"threshold_uncertainty_score":0.84084547},"labels":[],"label_agreement":null},{"id":"W4403784352","doi":"10.1080/10888438.2024.2418943","title":"Comparing Implicit and Explicit Morphological Analysis Instruction for Upper Elementary Readers","year":2024,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Computer science; Mathematics education; Reading (process); Psychology; Linguistics","score_opus":0.11208410555373695,"score_gpt":0.37201421670613655,"score_spread":0.2599301111523996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403784352","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9908467,0.00073924795,0.0066906186,0.00018204087,0.0003233558,0.00030278764,0.000021956952,0.00007267428,0.0008205958],"genre_scores_gemma":[0.9717817,0.000045657867,0.027637947,0.000017798744,0.000034892444,0.000044086464,0.000014688391,0.00001025055,0.00041299567],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99873334,0.00001683549,0.00037413396,0.0004159131,0.00022638023,0.00023341925],"domain_scores_gemma":[0.998624,0.0010049458,0.00007173007,0.00013321622,0.000116827854,0.00004927938],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007416254,0.0001383386,0.00043385164,0.00034214006,0.00025923384,0.000100628575,0.0000895889,0.000032299995,0.00003866845],"category_scores_gemma":[0.00046634753,0.00010453868,0.00015611401,0.0006495673,0.00024280112,0.00013703106,0.00016845085,0.00006425207,0.000005235911],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026159294,0.0007267807,0.048039924,0.00953547,0.023652792,0.00008872527,0.052257482,0.000018541548,0.09118576,0.6022553,0.052813727,0.119163916],"study_design_scores_gemma":[0.0011181447,0.00022273298,0.006862194,0.001473436,0.003142548,0.00006054693,0.05672682,0.0043932414,0.04743571,0.8761129,0.0016459818,0.0008057449],"about_ca_topic_score_codex":0.000006485907,"about_ca_topic_score_gemma":0.000014773176,"teacher_disagreement_score":0.27385762,"about_ca_system_score_codex":0.00006368975,"about_ca_system_score_gemma":0.0000100320685,"threshold_uncertainty_score":0.42629638},"labels":[],"label_agreement":null},{"id":"W4404086919","doi":"10.1080/10888438.2024.2418940","title":"Set-For-Variability Predicts Responsiveness to Tier 2 Reading Interventions","year":2024,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta; York University","funders":"","keywords":"Reading (process); Psychological intervention; Computer science; Set (abstract data type); Tier 2 network; Psychology; Linguistics; Telecommunications","score_opus":0.10561095006079196,"score_gpt":0.4317212780612665,"score_spread":0.3261103280004745,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404086919","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93374443,0.0041455254,0.012086992,0.0012650066,0.03269246,0.0013855612,0.00029839398,0.0003689489,0.014012693],"genre_scores_gemma":[0.9326544,0.00001187711,0.0031718733,0.000035456207,0.00016404707,0.00031783868,0.00003331101,0.000030148014,0.06358107],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974661,0.00019235334,0.00067859207,0.0008901261,0.00029652898,0.00047632452],"domain_scores_gemma":[0.9973397,0.0014215643,0.00010279583,0.0005911304,0.0004246182,0.00012017787],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005227841,0.00019927497,0.0004018933,0.0006534203,0.0004301368,0.00019315594,0.0003158751,0.00007255936,0.0001542416],"category_scores_gemma":[0.0018726203,0.0001747829,0.00026091264,0.0010858126,0.00029402846,0.00015734669,0.00021010642,0.00013479292,0.00017735267],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00047258672,0.0002137035,0.007700243,0.0040059485,0.0025267124,0.000060788585,0.28030673,0.000104287035,0.012579426,0.09227079,0.5030145,0.096744254],"study_design_scores_gemma":[0.0010252816,0.0006152046,0.018126896,0.013288049,0.0005212827,0.000059178208,0.049693774,0.000438561,0.009736472,0.014777332,0.8905272,0.0011907687],"about_ca_topic_score_codex":0.000017148328,"about_ca_topic_score_gemma":0.000005806802,"teacher_disagreement_score":0.38751268,"about_ca_system_score_codex":0.00023035864,"about_ca_system_score_gemma":0.00008908453,"threshold_uncertainty_score":0.71274394},"labels":[],"label_agreement":null},{"id":"W4409857785","doi":"10.1080/10888438.2025.2497235","title":"Morphological Awareness in French Immersion Learners: Within- and Cross-Language Effects on Reading Comprehension","year":2025,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Reading comprehension; Comprehension; French immersion; Immersion (mathematics); Computer science; Linguistics; Reading (process); Psychology; Mathematics education; Mathematics","score_opus":0.03752790275914394,"score_gpt":0.3874305557879416,"score_spread":0.3499026530287977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409857785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98891276,0.002533646,0.00003225633,0.00010593573,0.0037892042,0.0002517213,0.000003142658,0.00004424331,0.004327092],"genre_scores_gemma":[0.99165106,0.00003115999,0.00039017657,0.00008108476,0.000025089203,0.000027460139,0.000010590248,0.000009428258,0.0077739567],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99798197,0.00018407569,0.00045190958,0.0007610664,0.00024659606,0.0003743932],"domain_scores_gemma":[0.9984136,0.0009168744,0.00015555603,0.0003695697,0.00009207823,0.000052314565],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013566009,0.00020913678,0.00046108212,0.0005991928,0.0003972184,0.0000945024,0.00019551427,0.00010825573,0.000022291419],"category_scores_gemma":[0.00037365736,0.00016650296,0.00005558812,0.0007433778,0.0004770893,0.00008707422,0.00021910679,0.0002353023,0.000029562298],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003319901,0.00031758947,0.72811013,0.0008145477,0.00035026952,0.00042187853,0.1096966,0.00016393565,0.07536869,0.0043391776,0.010696254,0.06938892],"study_design_scores_gemma":[0.0047403355,0.0005433826,0.8441747,0.008272913,0.00010452227,0.00005609525,0.07245584,0.00057434005,0.06447696,0.0010988119,0.0025513915,0.00095075095],"about_ca_topic_score_codex":0.0001633352,"about_ca_topic_score_gemma":0.000009317459,"teacher_disagreement_score":0.116064504,"about_ca_system_score_codex":0.000108017404,"about_ca_system_score_gemma":0.000026526235,"threshold_uncertainty_score":0.6789794},"labels":[],"label_agreement":null},{"id":"W4414493500","doi":"10.1080/10888438.2025.2561985","title":"Charting the Shift: Age as a Moderator of the Genetic and Environmental Influences on Reading","year":2025,"lang":"en","type":"article","venue":"Scientific Studies of Reading","topic":"Reading and Literacy Development","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Canada Excellence Research Chairs, Government of Canada","keywords":"Moderation; Reading (process); Reading comprehension; Child development; Statistical analysis","score_opus":0.025654281051043795,"score_gpt":0.3195948625500968,"score_spread":0.293940581499053,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414493500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99094105,0.0019965272,0.000008698125,0.00039722203,0.0013770496,0.0002176625,0.000007608386,0.000010938351,0.0050432333],"genre_scores_gemma":[0.99460804,0.00002746605,0.000098275945,0.00012772577,0.000020465015,0.000028258906,8.938961e-7,0.000006178764,0.0050827204],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99868053,0.00011205412,0.00037095754,0.00035546048,0.00024937355,0.00023164385],"domain_scores_gemma":[0.99895114,0.00040607047,0.00020287688,0.0003959307,0.000020771573,0.000023184268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007912985,0.00012890593,0.00022448204,0.0001280067,0.00066074706,0.00006108755,0.00028730647,0.000033965,0.000017952108],"category_scores_gemma":[0.00019058882,0.000073713876,0.000061344566,0.00031016875,0.00085506064,0.000041783263,0.00021659707,0.00011409996,0.00000887398],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015567495,0.00024717406,0.38914675,0.00035947564,0.0014632911,0.000023408054,0.43642768,0.0002108809,0.06715077,0.02945067,0.006622298,0.06874191],"study_design_scores_gemma":[0.0009699052,0.0001635517,0.84742135,0.002245477,0.00021354518,0.000016218017,0.08322881,0.00026976946,0.045144092,0.010132478,0.009736202,0.00045857328],"about_ca_topic_score_codex":0.000038137183,"about_ca_topic_score_gemma":0.0000056417416,"teacher_disagreement_score":0.45827463,"about_ca_system_score_codex":0.000042513715,"about_ca_system_score_gemma":0.000019883253,"threshold_uncertainty_score":0.50819993},"labels":[],"label_agreement":null}]}