{"meta":{"query_hash":"6c2f4f4a1d4a","filters":{"venue":"The Reading Teacher"},"cohort_total":37,"direct_labels_cover":0,"predictions_cover":37,"exported":37,"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/6c2f4f4a1d4a","api":"https://metacan.xera.ac/api/v1/cohort?venue=The+Reading+Teacher"},"results":[{"id":"W168050879","doi":"","title":"Early childhood and cultural diversity in New Zealand","year":2016,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":20,"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":"Polynesians; Immigration; Pacific islanders; Population; Diversity (politics); Quarter (Canadian coin); Cultural diversity; Geography; Ethnology; History; Sociology; Demography; Anthropology; Archaeology","score_opus":0.04902780645710408,"score_gpt":0.3270432188714711,"score_spread":0.278015412414367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W168050879","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":[0.97087854,0.000041270956,0.0000015937301,0.012685332,0.00007103127,0.000060893686,4.7119877e-7,0.000017385228,0.016243469],"genre_scores_gemma":[0.93484986,0.00003793535,0.000008176285,0.000054518725,0.0003621116,6.836624e-7,7.513433e-8,0.0000019300164,0.06468474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995795,0.00011330276,0.000047407113,0.00006383615,0.00007776719,0.00011820572],"domain_scores_gemma":[0.9997894,0.000056341978,0.00002448357,0.000064333064,0.0000075815187,0.000057823298],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004228075,0.00003280068,0.000048012265,0.00001749778,0.00024024062,0.00003134915,0.00010278363,0.00003140777,0.00007607888],"category_scores_gemma":[0.000074024,0.00001632178,0.000012481031,0.00006644916,0.00006712758,0.000109149725,0.000043195523,0.000042968313,0.00004422971],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[9.55717e-7,0.0000057180036,0.6339865,2.5698256e-7,0.0000033361894,1.0413624e-7,0.34292552,7.9035365e-9,0.00002705428,0.0067130825,0.008944119,0.0073933355],"study_design_scores_gemma":[0.00016453021,0.000004757704,0.93025404,0.000024984842,0.0000032135047,5.8206115e-7,0.0069739236,4.9039958e-8,0.0000049146274,0.0022358038,0.060285773,0.000047414836],"about_ca_topic_score_codex":0.046725027,"about_ca_topic_score_gemma":0.001354501,"teacher_disagreement_score":0.3359516,"about_ca_system_score_codex":0.000039862574,"about_ca_system_score_gemma":0.000048921313,"threshold_uncertainty_score":0.9596229},"labels":[],"label_agreement":null},{"id":"W1963738792","doi":"10.1002/trtr.01050","title":"Reconceptualizing Critical Literacy Teaching in <scp>ESL</scp> Classrooms","year":2012,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":35,"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":"Literacy; Psychology; Pedagogy; Mathematics education; Participatory action research; Citizen journalism; Critical literacy; Action research; Action (physics); Critical thinking; Sociology","score_opus":0.05246019613490327,"score_gpt":0.31806129686531526,"score_spread":0.265601100730412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1963738792","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":[0.89957416,0.0010474143,0.000041163858,0.0008798176,0.0025225694,0.00012328112,0.000003449471,0.00011439568,0.09569376],"genre_scores_gemma":[0.9697104,0.000013425901,0.00023377199,0.0006134285,0.005789437,0.0000347824,0.000018109115,0.000036459864,0.02355017],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983471,0.00036278728,0.0003187875,0.00018633665,0.0001792371,0.0006057243],"domain_scores_gemma":[0.99817353,0.0013001633,0.00007128804,0.00029887413,0.000032268978,0.00012384926],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015539976,0.00017535817,0.00018792176,0.000118993674,0.00042259437,0.0003306134,0.00023415576,0.00006978312,0.0007329466],"category_scores_gemma":[0.0013736212,0.00012340001,0.00007483956,0.000043509102,0.00020031036,0.001167586,0.000048414986,0.00064412726,0.00031590465],"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":[0.0000014489686,0.00013057142,0.011960748,0.000022932792,0.0000107621445,7.891723e-7,0.9005977,3.1926652e-7,0.000019300767,0.06331134,0.013468632,0.01047548],"study_design_scores_gemma":[0.00016285776,0.00002042842,0.0024750945,0.00018881804,0.000034839966,0.000010591068,0.31288978,0.0001510465,0.000053364747,0.004059414,0.6798361,0.00011769276],"about_ca_topic_score_codex":0.00030125896,"about_ca_topic_score_gemma":0.000049673443,"teacher_disagreement_score":0.6663674,"about_ca_system_score_codex":0.000111730566,"about_ca_system_score_gemma":0.000024230914,"threshold_uncertainty_score":0.8025251},"labels":[],"label_agreement":null},{"id":"W1970174244","doi":"10.1598/rt.60.4.4","title":"Authentic Literacy Activities for Developing Comprehension and Writing","year":2006,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":174,"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":"Literacy; Psychology; Reading comprehension; Reading (process); Mathematics education; Comprehension; Pedagogy; Literacy education; Linguistics","score_opus":0.053161010385068715,"score_gpt":0.365381661412837,"score_spread":0.3122206510277683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1970174244","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":[0.98446715,0.0006485814,0.0012171754,0.0017571569,0.00023369765,0.0001309889,0.0000016611558,0.000060633447,0.011482932],"genre_scores_gemma":[0.99161726,0.0000055455394,0.001910867,0.000082653096,0.00029135693,0.000043019616,0.000009103656,0.000012014163,0.0060282038],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99946064,0.000057597583,0.00012641918,0.00013328345,0.000043917276,0.00017812662],"domain_scores_gemma":[0.9993429,0.0004552349,0.00005620267,0.00011692343,0.000018849758,0.0000098656465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002512004,0.0000780106,0.00009132353,0.000026138461,0.00024194788,0.00007815353,0.00007784968,0.000042083746,0.000036431105],"category_scores_gemma":[0.000013747881,0.00005442612,0.000027336677,0.000039565628,0.00006892605,0.00006678903,0.00002691075,0.000077615194,0.000008531405],"study_design_candidate":"theoretical_or_conceptual","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":[0.00008276098,0.000110557536,0.0625928,0.00014548979,0.00011336913,0.000003539921,0.018924057,0.000013655772,0.002913355,0.8602203,0.021907484,0.032972593],"study_design_scores_gemma":[0.0006737176,0.00007860699,0.8098607,0.00024668904,0.00007466895,0.0001311808,0.022509199,0.0005032972,0.0003564997,0.13017802,0.03491981,0.00046758805],"about_ca_topic_score_codex":0.00027492404,"about_ca_topic_score_gemma":0.0000047900917,"teacher_disagreement_score":0.74726796,"about_ca_system_score_codex":0.000027713055,"about_ca_system_score_gemma":0.0000116650335,"threshold_uncertainty_score":0.22194327},"labels":[],"label_agreement":null},{"id":"W1979507019","doi":"10.1598/rt.60.6.9","title":"Incorporating Movement With Fluency Instruction: A Motivation for Struggling Readers","year":2007,"lang":"en","type":"article","venue":"The Reading Teacher","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 Calgary","funders":"","keywords":"Fluency; Psychology; Kinesthetic learning; Reading (process); Movement (music); Rhythm; Mathematics education; Cognitive psychology; Linguistics","score_opus":0.03465197056648914,"score_gpt":0.3041401645989444,"score_spread":0.2694881940324553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979507019","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":[0.92797285,0.00004186546,0.049218573,0.0005049585,0.00045620796,0.0005025429,0.0000015984755,0.0001495937,0.021151796],"genre_scores_gemma":[0.97953415,7.1289196e-7,0.014502492,0.00025948865,0.0003661118,0.00008186264,0.000018263496,0.000036587262,0.0052003427],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9988026,0.0000567784,0.0003326562,0.00028197386,0.00018255103,0.00034342663],"domain_scores_gemma":[0.99914604,0.00021323038,0.00021142537,0.00030434117,0.00006994768,0.000055005257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014857196,0.0001600871,0.00014083616,0.00011012468,0.00028814524,0.000048447924,0.0001576297,0.00007692346,0.00007233573],"category_scores_gemma":[0.000073847084,0.00010606549,0.000039879105,0.00024394583,0.000062097686,0.00010966428,0.000019579935,0.00020981509,0.000019067611],"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":[0.0011452715,0.00031182845,0.23843323,0.000099754216,0.00077206583,0.000025056854,0.14986177,0.00036890752,0.0041282168,0.0980114,0.005253795,0.5015887],"study_design_scores_gemma":[0.015458533,0.0019754486,0.6612335,0.0017682665,0.00053659437,0.00040808404,0.17392813,0.0026358594,0.018557122,0.052927222,0.06708756,0.0034837066],"about_ca_topic_score_codex":0.00012744336,"about_ca_topic_score_gemma":0.000009920155,"teacher_disagreement_score":0.498105,"about_ca_system_score_codex":0.0001506363,"about_ca_system_score_gemma":0.000027949598,"threshold_uncertainty_score":0.43252254},"labels":[],"label_agreement":null},{"id":"W1980612249","doi":"10.1598/rt.63.6.4","title":"Content Area Literacy: Individualizing Student Instruction in Second‐Grade Science","year":2010,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Reading comprehension; Curriculum; Scientific literacy; Literacy; Psychology; Mathematics education; Science learning; Reading (process); Pedagogy; Comprehension; Humanities; Science education; Philosophy; Linguistics","score_opus":0.05866631429091063,"score_gpt":0.35719353016421357,"score_spread":0.29852721587330294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1980612249","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":[0.96944505,0.00006684313,0.000037111222,0.00046430307,0.0021465984,0.00025509868,0.0000019824802,0.000088918314,0.027494114],"genre_scores_gemma":[0.99111444,0.0000024361616,0.00070213416,0.00022115982,0.00017624618,0.0000707024,0.0000044462854,0.000022234324,0.007686228],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981469,0.00014526362,0.00039499902,0.0004411985,0.00036501823,0.00050662045],"domain_scores_gemma":[0.9989875,0.000127413,0.00014708548,0.00058150495,0.000056208384,0.00010028334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025293746,0.00018562666,0.00019763409,0.00034226006,0.00026192973,0.00023192416,0.0006496112,0.000098237884,0.00081935176],"category_scores_gemma":[0.000110777924,0.00012972933,0.000049694845,0.00053316035,0.00027924188,0.00028629266,0.0001354389,0.00083650334,0.00015169378],"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":[0.000037950504,0.00035826472,0.6073919,0.000011466767,0.00008013108,0.000029677858,0.22260824,0.000003248936,0.03728781,0.025902001,0.0010964392,0.1051929],"study_design_scores_gemma":[0.0009223489,0.00003498554,0.95838857,0.00008899027,0.000015116539,0.00014345204,0.0040147705,0.00007019617,0.0015509373,0.0012057483,0.033275157,0.00028971865],"about_ca_topic_score_codex":0.00022634314,"about_ca_topic_score_gemma":0.000049371098,"teacher_disagreement_score":0.3509967,"about_ca_system_score_codex":0.00014018436,"about_ca_system_score_gemma":0.00005893919,"threshold_uncertainty_score":0.8971327},"labels":[],"label_agreement":null},{"id":"W1982451764","doi":"10.1598/rt.59.6.4","title":"Developing the IRIS: Toward Situated and Valid Assessment Measures in Collaborative Professional Development and School Reform in Literacy","year":2006,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University; University of British Columbia","funders":"","keywords":"Situated; Literacy; Context (archaeology); Psychology; Reading comprehension; Accountability; Reading (process); Pedagogy; Set (abstract data type); Professional development; Mathematics education; Meaning (existential); Comprehension; Political science; Computer science","score_opus":0.03854488470925078,"score_gpt":0.3656192083299321,"score_spread":0.32707432362068134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982451764","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":[0.98150754,0.0009487688,0.000202526,0.0039022644,0.0002735469,0.00058399857,0.0000016662104,0.000046937323,0.012532768],"genre_scores_gemma":[0.98546404,0.00003137485,0.006054407,0.00026997644,0.00006936961,0.00028562208,0.00001586461,0.000024559009,0.0077848122],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99780947,0.000553329,0.00055539235,0.00038871513,0.00028011508,0.00041295352],"domain_scores_gemma":[0.9992713,0.00022215596,0.0001439897,0.00022942954,0.0000783114,0.000054818483],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023865718,0.00024700962,0.00027077922,0.00019251664,0.00024719778,0.00014582954,0.00021235924,0.00011796583,0.000048685426],"category_scores_gemma":[0.00006419333,0.00013792445,0.000017408562,0.00048583772,0.00009509819,0.00016102772,0.00013349851,0.0005405521,0.000022001637],"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":[0.00028562616,0.00040305703,0.6348674,0.00007678798,0.00021602395,0.000086340464,0.23315568,0.000022451044,0.0005552472,0.022006113,0.0039458727,0.10437934],"study_design_scores_gemma":[0.0009457819,0.000019643501,0.9519443,0.0004464655,0.000010772126,0.000029475425,0.009349081,0.00009415812,0.00020763383,0.0019193768,0.03474505,0.00028825438],"about_ca_topic_score_codex":0.0008542768,"about_ca_topic_score_gemma":0.00017322965,"teacher_disagreement_score":0.31707686,"about_ca_system_score_codex":0.0008313158,"about_ca_system_score_gemma":0.00030752222,"threshold_uncertainty_score":0.56243956},"labels":[],"label_agreement":null},{"id":"W1983232397","doi":"10.1598/rt.60.4.8","title":"Revisiting the Role of Miscue Analysis in Effective Teaching","year":2006,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Miscue analysis; Context (archaeology); Psychology; Strengths and weaknesses; Reading (process); Teaching method; Linguistics; Reading comprehension; Mathematics education; Social psychology","score_opus":0.007407590983442933,"score_gpt":0.28776286813114627,"score_spread":0.2803552771477033,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1983232397","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":[0.83541036,0.0006927947,0.00025509397,0.0004533046,0.000059101894,0.00019788742,0.0000011391807,0.000035100555,0.16289525],"genre_scores_gemma":[0.9938256,0.0000014633497,0.00022015914,0.000040833176,0.00023622431,0.000048034937,0.0000060119296,0.000016509217,0.005605147],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99811953,0.0008813864,0.00034742797,0.00023030328,0.00014880039,0.00027252804],"domain_scores_gemma":[0.9987041,0.00063954736,0.0001676746,0.00045234407,0.00001854617,0.000017817998],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028720247,0.000133636,0.00027128967,0.0001840799,0.00014659598,0.000031587533,0.000300413,0.00006262618,0.00013192148],"category_scores_gemma":[0.00010047373,0.00007327201,0.00014487609,0.0004948204,0.00005833527,0.000038277543,0.000047692705,0.0004444486,0.00004138195],"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":[0.000046695288,0.00010050697,0.7093717,0.000011629632,0.0007364273,0.000007835171,0.04302961,0.00050518394,0.0020118114,0.026797308,0.000569669,0.21681166],"study_design_scores_gemma":[0.0003539639,0.000018157714,0.9678252,0.00013330688,0.00039361932,0.0000131497045,0.0049432847,0.0015301289,0.00068336516,0.00371103,0.020163681,0.00023115786],"about_ca_topic_score_codex":0.0044594603,"about_ca_topic_score_gemma":0.000028931096,"teacher_disagreement_score":0.2584535,"about_ca_system_score_codex":0.00007654331,"about_ca_system_score_gemma":0.000007864087,"threshold_uncertainty_score":0.67414},"labels":[],"label_agreement":null},{"id":"W1989477506","doi":"10.1598/rt.58.4.2","title":"No Half Measures: Reading Instruction for Young Second‐Language Learners","year":2004,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":56,"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":"Neuroscience of multilingualism; Reading (process); Dual language; Psychology; Literacy; Language proficiency; Bilingual education; Cognition; Diversity (politics); Second-language attrition; Mathematics education; Transfer of training; Point (geometry); Linguistics; Developmental psychology; Pedagogy; Comprehension approach; Language education; Cognitive psychology; Sociology","score_opus":0.02744673864208058,"score_gpt":0.3059300198514228,"score_spread":0.27848328120934224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1989477506","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":[0.80092674,0.00027844423,0.0037668748,0.0006079117,0.0025270798,0.00059194095,0.0000063812795,0.00035740994,0.19093722],"genre_scores_gemma":[0.8974231,0.0000070519723,0.0020386006,0.00020570663,0.0006306259,0.00015014363,0.000026045178,0.00006818331,0.09945054],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983521,0.00014224202,0.00034697916,0.0004241472,0.00021219428,0.0005223404],"domain_scores_gemma":[0.99904895,0.00010985344,0.00015457078,0.0005320397,0.000062581,0.00009200545],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012546234,0.00024297208,0.00024553319,0.00014012461,0.00033628606,0.000099388744,0.00032932236,0.00016435103,0.00052949344],"category_scores_gemma":[0.00018747576,0.00018098693,0.00013624318,0.00019006483,0.000085275904,0.00014739957,0.000035536465,0.00039676877,0.00066073507],"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":[0.0009545353,0.00047012873,0.0104826065,0.0001874675,0.0014847469,0.00007753195,0.53525305,0.0002557149,0.03542979,0.07878134,0.043189336,0.29343376],"study_design_scores_gemma":[0.009774195,0.00053351995,0.012541095,0.00076411344,0.0003556498,0.0011110593,0.046362124,0.00023141185,0.008999076,0.0082696015,0.9088862,0.0021719586],"about_ca_topic_score_codex":0.0006624107,"about_ca_topic_score_gemma":0.00004014581,"teacher_disagreement_score":0.86569685,"about_ca_system_score_codex":0.00030427496,"about_ca_system_score_gemma":0.00005112256,"threshold_uncertainty_score":0.84926325},"labels":[],"label_agreement":null},{"id":"W2007454199","doi":"10.1598/rt.64.7.3","title":"Differentiated Coaching: Fostering Reflection With Teachers","year":2011,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":79,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kootenay Association for Science & Technology","funders":"","keywords":"Coaching; Psychology; Reflection (computer programming); Literacy; Pedagogy; Professional development; Mathematics education; Teacher education","score_opus":0.13609096259608497,"score_gpt":0.3839707795117435,"score_spread":0.24787981691565855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007454199","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":[0.53534675,0.000020000527,0.00157267,0.00044797373,0.0002592231,0.00016722111,9.1311364e-8,0.00015306416,0.46203297],"genre_scores_gemma":[0.9921725,0.000017026727,0.0015869474,0.000051631352,0.0002297298,0.00003060276,0.0000012357503,0.000023687742,0.0058866814],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99840724,0.00075238955,0.00011811881,0.00019972034,0.000246583,0.00027592308],"domain_scores_gemma":[0.9993584,0.00012184619,0.00015365978,0.0002524849,0.000050672304,0.000062923755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014868182,0.00010643709,0.00009380254,0.00006397737,0.00077416236,0.000094339164,0.0002895303,0.00007470117,0.00024287388],"category_scores_gemma":[0.00031928878,0.00007058738,0.000031426902,0.00028386302,0.00020816163,0.00042252042,0.0000514347,0.00035882607,0.000050102597],"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":[0.00016245185,0.00028267282,0.095772415,0.000007056059,0.00018360972,0.0000023283944,0.8223207,0.0000046601417,0.004951439,0.01319547,0.0005266904,0.062590495],"study_design_scores_gemma":[0.0021198334,0.00091615587,0.41882217,0.00044791383,0.0011225919,0.000080227845,0.31391293,0.00059812685,0.018510448,0.062627256,0.17840295,0.0024393937],"about_ca_topic_score_codex":0.0048250076,"about_ca_topic_score_gemma":0.00080210983,"teacher_disagreement_score":0.5084078,"about_ca_system_score_codex":0.00028939164,"about_ca_system_score_gemma":0.0000709542,"threshold_uncertainty_score":0.72940004},"labels":[],"label_agreement":null},{"id":"W2025626854","doi":"10.1598/rt.60.5.2","title":"Beginning to Write With Word Processing: Integrating Writing Process and Technology in a Primary Classroom","year":2007,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":35,"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 Prince Edward Island","funders":"","keywords":"Psychology; Writing process; Word processing; Reading (process); Mathematics education; Pedagogy; Collaborative writing; Primary education; Computer science; Linguistics","score_opus":0.016579223308175677,"score_gpt":0.3263432555892319,"score_spread":0.3097640322810562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2025626854","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":[0.95273936,0.00021129551,0.0007158877,0.009630844,0.000026856007,0.00025879536,1.7228496e-7,0.00022034919,0.03619641],"genre_scores_gemma":[0.994273,0.000005726101,0.0042590788,0.00017977532,0.00028182135,0.0000337015,0.0000011817839,0.000022736167,0.00094296876],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9986509,0.00008564084,0.00024114213,0.0002778259,0.00024113069,0.0005033718],"domain_scores_gemma":[0.9993638,0.00020303064,0.0001146206,0.00012326977,0.00011460593,0.00008070699],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038432193,0.00012372088,0.00016320888,0.0002932944,0.00071451085,0.00017240422,0.00022642316,0.00011786702,0.000003721313],"category_scores_gemma":[0.00062360737,0.00009385323,0.00001143728,0.0012283688,0.00025133297,0.00017903438,0.000041663756,0.00048948964,0.000002879419],"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":[0.000044316705,0.00008028205,0.377529,0.000095294534,0.000009735357,0.000010949466,0.14772294,0.0000072023554,0.0017860553,0.006965705,0.00009400569,0.4656545],"study_design_scores_gemma":[0.00097500545,0.00017798088,0.07088277,0.005953851,0.00005959064,0.00007952136,0.9044606,0.00039340922,0.0011258852,0.008870768,0.006035741,0.0009848475],"about_ca_topic_score_codex":0.00037599084,"about_ca_topic_score_gemma":0.0010340263,"teacher_disagreement_score":0.7567377,"about_ca_system_score_codex":0.00019762586,"about_ca_system_score_gemma":0.0001916683,"threshold_uncertainty_score":0.5495512},"labels":[],"label_agreement":null},{"id":"W2036722315","doi":"10.1002/trtr.01098","title":"Picture This: Visual Literacy as a Pathway to Character Understanding","year":2012,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Visual literacy; Character (mathematics); Psychology; Meaning (existential); Literacy; Reading (process); Linguistics; Mathematics education; Pedagogy","score_opus":0.11040743234062037,"score_gpt":0.4296585110244041,"score_spread":0.3192510786837838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036722315","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":[0.8118927,0.00014075985,0.0010969738,0.0025849687,0.0020578767,0.00042210554,0.0000025164209,0.00020123791,0.1816009],"genre_scores_gemma":[0.91707546,0.000004550581,0.0000788848,0.002390598,0.0019133745,0.00005486035,0.000011413203,0.00003284742,0.07843801],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99865705,0.00025078328,0.00021507418,0.00014542163,0.00016967347,0.0005619701],"domain_scores_gemma":[0.99912894,0.0002934998,0.000093596806,0.00024966223,0.00003369021,0.00020063986],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011130227,0.00013224277,0.00013358967,0.00006768794,0.0006379402,0.00003917962,0.00015059554,0.00012509384,0.000999703],"category_scores_gemma":[0.00021971358,0.00008461141,0.00004797753,0.00015746818,0.000021825455,0.00031060152,0.000063096886,0.00053939363,0.005038967],"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":[0.00016149806,0.00045349426,0.09998411,0.0001441039,0.00010691792,0.0000019496251,0.72993034,0.0000029160472,0.00246304,0.041667208,0.092003554,0.033080887],"study_design_scores_gemma":[0.00024360215,0.0000744335,0.012594701,0.0005448017,0.000036962298,0.0000065208337,0.020198314,0.00004855144,0.00019857798,0.0033002193,0.9624054,0.00034796118],"about_ca_topic_score_codex":0.00008043402,"about_ca_topic_score_gemma":0.0000018959815,"teacher_disagreement_score":0.8704018,"about_ca_system_score_codex":0.0004748765,"about_ca_system_score_gemma":0.00007587172,"threshold_uncertainty_score":0.9999135},"labels":[],"label_agreement":null},{"id":"W2046832667","doi":"10.1598/rt.64.3.4","title":"Guiding Students Through Expository Text With Text Feature Walks","year":2010,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Workplace Health, Safety and Compensation Commission","funders":"","keywords":"Reading (process); Feature (linguistics); Set (abstract data type); Psychology; Mathematics education; Computer science; Linguistics","score_opus":0.025659980969207703,"score_gpt":0.3205391885537606,"score_spread":0.29487920758455294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046832667","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":[0.81964695,0.00019989505,0.00016980527,0.0011541598,0.0015200265,0.0002792423,0.0000011971835,0.00020910965,0.1768196],"genre_scores_gemma":[0.87038183,0.0000056038302,0.002106596,0.00040496016,0.0006498492,0.000074002426,0.000006611709,0.00006603835,0.12630452],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981889,0.0001794696,0.00023601874,0.0004595256,0.00040837374,0.00052767404],"domain_scores_gemma":[0.99867845,0.00015031977,0.00013764076,0.0008900292,0.00004965673,0.000093889845],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007736988,0.00029387034,0.0002531501,0.000066704844,0.00037379723,0.00016445306,0.0008125527,0.00021834006,0.00087581814],"category_scores_gemma":[0.00003695417,0.00017324097,0.00007427226,0.00020751625,0.00013415817,0.00014974509,0.00012017573,0.000819379,0.000801999],"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":[0.0004350205,0.00083105126,0.2211218,0.00003698048,0.0012711693,0.00019080029,0.2476016,0.000004789632,0.034739956,0.018356204,0.42060202,0.054808587],"study_design_scores_gemma":[0.0018782872,0.00020602305,0.18661296,0.00027150614,0.0001849853,0.000532076,0.0068869707,0.000013839455,0.0030894103,0.00071869494,0.798628,0.0009772462],"about_ca_topic_score_codex":0.00019537345,"about_ca_topic_score_gemma":0.0000151133645,"teacher_disagreement_score":0.37802595,"about_ca_system_score_codex":0.000068825495,"about_ca_system_score_gemma":0.000030362322,"threshold_uncertainty_score":0.999976},"labels":[],"label_agreement":null},{"id":"W2049135387","doi":"10.1598/rt.63.4.6","title":"Facilitating Engagement by Differentiating Independent Reading","year":2009,"lang":"ar","type":"article","venue":"The Reading Teacher","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Workplace Health, Safety and Compensation Commission","funders":"","keywords":"Humanities; Reading (process); Psychology; Pedagogy; Art; Philosophy; Linguistics","score_opus":0.054221179286351985,"score_gpt":0.335398000444643,"score_spread":0.281176821158291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2049135387","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":[0.8321214,0.0020214203,0.13552682,0.012146911,0.002388427,0.0007768263,0.00001079873,0.0003164363,0.014690976],"genre_scores_gemma":[0.89874727,0.000106711435,0.09080653,0.00087767467,0.0006373788,0.00002988739,0.000011102537,0.000027934804,0.008755497],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9960933,0.0009999817,0.0006062985,0.0007210572,0.00077158306,0.0008078283],"domain_scores_gemma":[0.99708426,0.0012660121,0.00036008647,0.0009535126,0.000088803434,0.00024732572],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.005093166,0.000388083,0.0003787634,0.00011766614,0.0008826086,0.00048251206,0.0013404536,0.00014057924,0.00010573846],"category_scores_gemma":[0.0010356234,0.00029214376,0.00016275674,0.00039864203,0.00007733424,0.000368368,0.00030837857,0.0011069523,0.00021301776],"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":[0.000015001653,0.000541825,0.003209711,0.000061938954,0.00015874367,0.000008987077,0.11139575,0.000064878106,0.022888353,0.038004223,0.010562912,0.8130877],"study_design_scores_gemma":[0.0063651595,0.0026308105,0.074917294,0.0060081277,0.001486928,0.00023872074,0.11021569,0.40483877,0.047042012,0.12679021,0.21098489,0.008481374],"about_ca_topic_score_codex":0.0001304007,"about_ca_topic_score_gemma":0.0000016275754,"teacher_disagreement_score":0.8046063,"about_ca_system_score_codex":0.0003106014,"about_ca_system_score_gemma":0.00012541011,"threshold_uncertainty_score":0.9999531},"labels":[],"label_agreement":null},{"id":"W2059789856","doi":"10.1002/trtr.1314","title":"Building Background Knowledge","year":2014,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":70,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Comprehension; Psychology; Knowledge level; Reading comprehension; Developmental psychology; Mathematics education; Linguistics; Reading (process)","score_opus":0.04087596366652351,"score_gpt":0.34903309230969265,"score_spread":0.30815712864316913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2059789856","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":[0.5034083,0.00027399804,0.00579277,0.0005365591,0.0010756181,0.00010707084,3.8992107e-7,0.0001927544,0.4886125],"genre_scores_gemma":[0.90429133,0.0000021292478,0.0016734074,0.00020030304,0.0005825537,0.00003174431,0.0000020466462,0.00003514293,0.09318134],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.998675,0.00033668257,0.00021649682,0.00028136128,0.00010750318,0.0003829635],"domain_scores_gemma":[0.99897987,0.00030613615,0.00006949159,0.00054573576,0.00002478429,0.00007398822],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0014995936,0.0001590547,0.00016883094,0.00007337475,0.00020309936,0.00007173137,0.00037429665,0.00008578063,0.00093971693],"category_scores_gemma":[0.00005845212,0.00010468916,0.00006849241,0.000167668,0.00006789053,0.00005493772,0.000071064685,0.00028787367,0.0027815464],"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":[0.000041561743,0.00021207529,0.0072660786,0.000020275156,0.00021681651,0.000005474437,0.032957733,0.0000059282115,0.0016524848,0.46104553,0.11790415,0.37867188],"study_design_scores_gemma":[0.00036422763,0.000035690166,0.018595964,0.00006212549,0.000030745483,0.00004522321,0.0004946682,0.00029755826,0.00019125814,0.004537381,0.9750893,0.00025583734],"about_ca_topic_score_codex":0.000081401275,"about_ca_topic_score_gemma":0.0000021897372,"teacher_disagreement_score":0.8571852,"about_ca_system_score_codex":0.00007121682,"about_ca_system_score_gemma":0.000012735821,"threshold_uncertainty_score":0.99997354},"labels":[],"label_agreement":null},{"id":"W2090801520","doi":"10.1598/rt.58.2.10","title":"Process/Content/Design/Critique: Generative and Dynamic Evaluation in a Digital World","year":2004,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"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":"Generative grammar; Process (computing); Dynamic assessment; Literacy; Psychology; Work (physics); Multimedia; Mathematics education; Pedagogy; Computer science; Engineering; Artificial intelligence","score_opus":0.08489063605959975,"score_gpt":0.31409532186027445,"score_spread":0.2292046858006747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2090801520","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":[0.99160033,0.0003796677,0.00014400024,0.0018248244,0.00021512716,0.0003383123,0.0000029100597,0.000034764536,0.0054600565],"genre_scores_gemma":[0.99253124,0.000009208075,0.00005141947,0.00015998773,0.00031700218,0.00008871817,0.00002198676,0.000012517697,0.0068079224],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993918,0.00005512959,0.0001376252,0.00013786781,0.00013774302,0.00013981338],"domain_scores_gemma":[0.9996997,0.000052237043,0.000042962,0.00009661414,0.000081079284,0.000027419354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004952928,0.00009115331,0.00008672767,0.00008687077,0.00014115495,0.00024337825,0.00006828123,0.000019109491,0.00013518428],"category_scores_gemma":[0.00011257395,0.00006084015,0.000017211712,0.000045596018,0.00009916845,0.0005129713,0.000009278022,0.00012684023,0.000021894575],"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":[0.000017598402,0.0001261476,0.00058412517,0.000017818773,0.000015879446,9.1919725e-7,0.9769921,0.00006189516,0.000041302723,0.007627484,0.00026620663,0.014248535],"study_design_scores_gemma":[0.003408728,0.0003208015,0.00848021,0.0008798497,0.0002067263,0.000024873836,0.4902766,0.017543815,0.00090550125,0.47285736,0.004097712,0.0009978104],"about_ca_topic_score_codex":0.0001779847,"about_ca_topic_score_gemma":0.00063167745,"teacher_disagreement_score":0.48671547,"about_ca_system_score_codex":0.00012507416,"about_ca_system_score_gemma":0.00007295447,"threshold_uncertainty_score":0.24809892},"labels":[],"label_agreement":null},{"id":"W2110637670","doi":"10.1598/rt.60.5.7","title":"Constructing the Big Picture: A Working Class Family Supports Their Daughter's Pathways to Literacy","year":2007,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":32,"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":"Literacy; Daughter; Family literacy; Psychology; Class (philosophy); Socioeconomic status; Working class; Critical literacy; Pedagogy; Mathematics education; Developmental psychology; Sociology; Population; Epistemology","score_opus":0.04200534847292226,"score_gpt":0.3019424716667842,"score_spread":0.2599371231938619,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110637670","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":[0.8377079,0.00036030894,0.0028288276,0.0017951876,0.0025646158,0.00046805863,0.000005369093,0.00025423517,0.15401553],"genre_scores_gemma":[0.9883831,0.0000042868064,0.00094683736,0.0027360867,0.0011811091,0.000033492328,0.000014197823,0.00007054307,0.006630313],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972724,0.00034873802,0.0006062217,0.0005360334,0.00030061512,0.0009359961],"domain_scores_gemma":[0.99761647,0.0008864315,0.00022844052,0.0010357092,0.000057862533,0.00017507389],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003545127,0.00036877074,0.00032037622,0.00017367867,0.0004942448,0.0002649172,0.0007457601,0.00016828004,0.00022220275],"category_scores_gemma":[0.00009374263,0.00019665672,0.0001510753,0.0005374604,0.0001406368,0.00007429277,0.00019168973,0.000801419,0.00026925476],"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":[0.00010519593,0.000067046996,0.03125049,0.0000076453025,0.00021230624,0.00008984584,0.16710566,0.000005705848,0.0012100225,0.007485693,0.012205918,0.7802545],"study_design_scores_gemma":[0.00073775824,0.00009265668,0.057713978,0.0004417536,0.00008573603,0.0006713314,0.0396521,0.00009361093,0.0012730733,0.0026566796,0.89570606,0.0008752886],"about_ca_topic_score_codex":0.00010467077,"about_ca_topic_score_gemma":0.000012752583,"teacher_disagreement_score":0.8835001,"about_ca_system_score_codex":0.00018831779,"about_ca_system_score_gemma":0.00005109025,"threshold_uncertainty_score":0.8019428},"labels":[],"label_agreement":null},{"id":"W2120718923","doi":"10.1598/rt.62.3.5","title":"At Home With the Johars: Another Look at Family Literacy","year":2008,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":68,"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 British Columbia","funders":"","keywords":"Grandparent; Literacy; Family literacy; Reading (process); Humanities; Literacy education; Emergent literacy; Psychology; Sociology; Pedagogy; Art; Linguistics; Developmental psychology; Philosophy","score_opus":0.02944462836438211,"score_gpt":0.28195993974394196,"score_spread":0.25251531137955985,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120718923","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":[0.86350983,0.0009414893,0.00010026741,0.0019706592,0.0002693742,0.00025726086,0.0000036335393,0.00015166988,0.13279584],"genre_scores_gemma":[0.63852644,0.000027917458,0.00016488056,0.0015456212,0.00020121179,0.00006493855,0.0000072497905,0.000055091434,0.35940662],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99820065,0.00031607284,0.00024884127,0.00040763954,0.00029990645,0.00052689377],"domain_scores_gemma":[0.9985215,0.00026322668,0.0001399363,0.0009634871,0.00004239586,0.00006945501],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005945918,0.00027713284,0.00024149558,0.00006765543,0.00064831553,0.00005526818,0.0005225425,0.00009993973,0.0018898859],"category_scores_gemma":[0.000012991943,0.0001304932,0.00009207559,0.00022992381,0.00028204633,0.00009987873,0.00014438112,0.0003481047,0.0034290208],"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":[0.0006036349,0.00021875098,0.106795035,0.000014086843,0.00056343706,0.00021825348,0.23847479,0.000013420533,0.002413123,0.0013820097,0.63496584,0.014337639],"study_design_scores_gemma":[0.00075350364,0.00007709269,0.15355271,0.000064988715,0.00004500012,0.00063447614,0.0005679013,0.00002319587,0.00021049255,0.00008426806,0.8436417,0.0003446485],"about_ca_topic_score_codex":0.0001503469,"about_ca_topic_score_gemma":0.0000069772445,"teacher_disagreement_score":0.23790687,"about_ca_system_score_codex":0.00023182078,"about_ca_system_score_gemma":0.000027841603,"threshold_uncertainty_score":0.99902254},"labels":[],"label_agreement":null},{"id":"W2123603003","doi":"10.1598/rt.58.2.6","title":"Young Children and Radical Change Characteristics in Picture Books","year":2004,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":31,"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 Victoria","funders":"","keywords":"Picture books; Psychology; Reading (process); Conceptual change; Meaning (existential); Literacy; Mathematics education; Graphics; Linguistics; Pedagogy; Cognitive psychology; Developmental psychology; Computer science; Literature","score_opus":0.02949401625195399,"score_gpt":0.23849875617414595,"score_spread":0.20900473992219196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123603003","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":[0.99557006,0.00023797591,0.0000029881794,0.0012537237,0.00043248862,0.00014038733,0.0000060367365,0.000034425564,0.0023218873],"genre_scores_gemma":[0.9946026,0.000039169292,0.000017550858,0.0004317694,0.0026170562,0.0000174057,0.00003054898,0.0000130239205,0.0022308624],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99951875,0.0000309742,0.000112724585,0.00010654606,0.00007525317,0.00015572709],"domain_scores_gemma":[0.9997737,0.000018714372,0.000037487578,0.0001216613,0.00001037975,0.000038095455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00019592534,0.00008544238,0.000099641096,0.000043348624,0.00013805088,0.00010891353,0.0000851888,0.000037677906,0.00015594378],"category_scores_gemma":[0.000027428217,0.000055288823,0.000018489842,0.00001439025,0.00012498698,0.0001276389,0.000018500177,0.00020041301,0.00002526714],"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":[0.0000066458497,0.00004504741,0.022585966,0.0000084843105,0.000010746944,0.0000015781163,0.9613072,4.222402e-8,0.000006336681,0.0097977035,0.0005258902,0.005704309],"study_design_scores_gemma":[0.0013224328,0.00010244533,0.8991867,0.00036596306,0.000104653365,0.000075558404,0.04477233,0.00004334136,0.000075757904,0.01496619,0.038407996,0.0005766614],"about_ca_topic_score_codex":0.000828261,"about_ca_topic_score_gemma":0.00017705956,"teacher_disagreement_score":0.9165349,"about_ca_system_score_codex":0.000041410884,"about_ca_system_score_gemma":0.000015567339,"threshold_uncertainty_score":0.22546127},"labels":[],"label_agreement":null},{"id":"W2158822070","doi":"10.1598/rt.58.3.2","title":"A Novel Study Through Drama","year":2004,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":8,"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":"Drama; Variety (cybernetics); Feeling; Psychology; Reading (process); Transactional analysis; Transactional leadership; Tone (literature); Aesthetics; Pedagogy; Social psychology; Visual arts; Linguistics; Literature; Art; Computer science; Philosophy","score_opus":0.06595802823921063,"score_gpt":0.37850756181166717,"score_spread":0.3125495335724565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158822070","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":[0.84993744,0.00002047865,0.002238527,0.026127892,0.00023646095,0.00027139147,2.1454639e-7,0.00024258242,0.120924994],"genre_scores_gemma":[0.99291885,0.00000504805,0.00064729055,0.00022461948,0.00014219295,0.000023479593,4.955427e-7,0.0000052069117,0.00603281],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.999515,0.00005994527,0.00007406651,0.00009399342,0.00012963978,0.00012733812],"domain_scores_gemma":[0.9997187,0.000033597134,0.000035147725,0.00017104055,0.000024874764,0.000016632917],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000574091,0.000045850153,0.00005051702,0.000021211343,0.0004526523,0.00004146457,0.00021963102,0.00005905182,0.00012374572],"category_scores_gemma":[0.00023836123,0.000030673607,0.00002169153,0.00019888974,0.0001560006,0.000094522395,0.00001464757,0.00016388418,0.000139338],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000021967442,0.0004838165,0.0063494723,4.4251354e-7,0.00002267752,5.2423303e-7,0.31442517,0.0000043341747,0.0005141996,0.6737303,0.0010582898,0.0034085298],"study_design_scores_gemma":[0.000992932,0.00013752593,0.015652116,0.0000321621,0.00006895391,0.000005955242,0.7076119,0.00000808879,0.00094173435,0.15369342,0.12057125,0.0002839329],"about_ca_topic_score_codex":0.0069429185,"about_ca_topic_score_gemma":0.0020833602,"teacher_disagreement_score":0.52003694,"about_ca_system_score_codex":0.00012472764,"about_ca_system_score_gemma":0.00007291007,"threshold_uncertainty_score":0.9996699},"labels":[],"label_agreement":null},{"id":"W2160520497","doi":"10.1598/rt.58.8.2","title":"From Dissemination to Discernment: The Commodification of Literacy Instruction and the Fostering of “Good Teacher Consumerism”","year":2005,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":24,"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":"","keywords":"Literacy; Consumerism; Critical literacy; Pedagogy; Commodification; Psychology; Competence (human resources); Teaching method; Sociology; Public relations; Mathematics education; Political science; Social psychology; Law","score_opus":0.024229447403639644,"score_gpt":0.3451481592517731,"score_spread":0.3209187118481335,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160520497","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":[0.9561713,0.00011352262,0.00066475145,0.03583647,0.00008725555,0.0002781488,0.0000025351317,0.000025711479,0.0068203104],"genre_scores_gemma":[0.99838436,0.000045693432,0.00025781424,0.000045215656,0.00011470896,0.00003267808,0.0000043524947,0.000004882592,0.0011103195],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99922055,0.0002772129,0.000185245,0.0000884648,0.00015391043,0.000074605065],"domain_scores_gemma":[0.9992791,0.00026759118,0.00017031386,0.0002227408,0.000044429762,0.00001584053],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000966827,0.00005470979,0.00008448937,0.000033313096,0.00027821478,0.00003670096,0.00021100629,0.000055020657,0.000060130656],"category_scores_gemma":[0.000290385,0.000028254373,0.000025769274,0.00014273042,0.0004318038,0.00012513108,0.000040223873,0.00013042837,0.0000040488244],"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":[0.00004188231,0.00006368277,0.009759499,0.0000037739824,0.000037737103,1.1994769e-8,0.34938952,0.0000040619843,0.0052081198,0.09442992,0.00046492866,0.54059684],"study_design_scores_gemma":[0.002472125,0.00011470834,0.21317947,0.00058944145,0.0005140263,0.000007423109,0.5537703,0.005910368,0.054607723,0.06864679,0.09958339,0.0006042285],"about_ca_topic_score_codex":0.0016000237,"about_ca_topic_score_gemma":0.00027569113,"teacher_disagreement_score":0.53999263,"about_ca_system_score_codex":0.00005841884,"about_ca_system_score_gemma":0.000013123756,"threshold_uncertainty_score":0.2418768},"labels":[],"label_agreement":null},{"id":"W2239080385","doi":"10.1002/trtr.1405","title":"Child Illustrators","year":2015,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Picture books; Visual literacy; Psychology; Meaning (existential); Literacy; Composition (language); Primary education; Mathematics education; Visual arts; Pedagogy; Linguistics; Art","score_opus":0.1347487023577553,"score_gpt":0.4044117175810721,"score_spread":0.2696630152233168,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2239080385","genre_codex":"other","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":[0.36886218,0.0001187096,0.000100197765,0.0029925776,0.0010139447,0.0001387219,6.978683e-7,0.00014278812,0.6266302],"genre_scores_gemma":[0.9468821,0.0000046619584,0.0000472944,0.0004383923,0.0008011232,0.000019876086,0.0000045361685,0.000014983041,0.051786974],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99927706,0.00016193779,0.00013210844,0.000090700596,0.00011248273,0.0002257175],"domain_scores_gemma":[0.99947315,0.0001051215,0.000057616864,0.00021937506,0.000039673476,0.00010504733],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00096211064,0.0000622295,0.00007026854,0.000021442755,0.00034486922,0.000009676898,0.00013169144,0.000067497385,0.00012566487],"category_scores_gemma":[0.00029571776,0.000038263606,0.00002198582,0.00009260238,0.000036323254,0.000066603214,0.00002689001,0.0003639671,0.0021114622],"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":[0.00003889611,0.0001297213,0.057224642,0.000031124204,0.000042834585,0.000001355637,0.0742178,0.000045971774,0.000025411842,0.018284438,0.8199544,0.030003386],"study_design_scores_gemma":[0.00019847917,0.000022997036,0.0038436782,0.00009525844,0.000014777582,0.000002437778,0.012442378,0.000084919746,0.000019823072,0.0037183303,0.97944486,0.00011205178],"about_ca_topic_score_codex":0.00022010304,"about_ca_topic_score_gemma":0.0000089494715,"teacher_disagreement_score":0.57802,"about_ca_system_score_codex":0.00012793363,"about_ca_system_score_gemma":0.00009984853,"threshold_uncertainty_score":0.9986655},"labels":[],"label_agreement":null},{"id":"W2461552831","doi":"10.1002/trtr.1502","title":"Literacy for All","year":2016,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":0,"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":"Literacy; Globe; Reading (process); Transformative learning; Poverty; Pedagogy; Psychology; Sociology; Public relations; Mathematics education; Political science; Law","score_opus":0.05923215633744769,"score_gpt":0.37432874770388935,"score_spread":0.31509659136644164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2461552831","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.030606356,0.00009917146,0.9264702,0.03934467,0.0006431571,0.00015489529,9.536113e-7,0.0000894644,0.0025910973],"genre_scores_gemma":[0.18668929,0.000024674535,0.7861918,0.0014349495,0.0006931782,0.00010457694,6.0105964e-7,0.0000125506485,0.02484833],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99954283,0.000060159728,0.00006844446,0.00012220124,0.00006959673,0.00013677603],"domain_scores_gemma":[0.99888337,0.0006706417,0.000030238249,0.00033735175,0.000037086138,0.00004129875],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00071294996,0.000045668992,0.00004816906,0.000020182511,0.000046449095,0.00004382503,0.00045263275,0.000017778311,0.000013832408],"category_scores_gemma":[0.00033046977,0.000020409614,0.000034505618,0.00004879123,0.000018181834,0.00019408388,0.00005011336,0.00003268732,0.00004875402],"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":[0.0000025735033,0.000026468466,0.00032371,0.00000311914,0.0000120117975,2.3713925e-7,0.0033974312,1.1180864e-7,0.005122422,0.22791345,0.011283544,0.7519149],"study_design_scores_gemma":[0.0002319934,0.000031624848,0.0013718137,0.00004306305,0.000008323088,0.00000800161,0.0000212863,0.0007418609,0.0035689727,0.172753,0.8211084,0.00011167236],"about_ca_topic_score_codex":0.00000467013,"about_ca_topic_score_gemma":2.084216e-7,"teacher_disagreement_score":0.8098248,"about_ca_system_score_codex":0.000023589786,"about_ca_system_score_gemma":0.00002847584,"threshold_uncertainty_score":0.08411118},"labels":[],"label_agreement":null},{"id":"W2541879666","doi":"10.1002/trtr.1536","title":"Honoring All Learners","year":2016,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"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":"Population; Literacy; Theme (computing); Linguistics; Bilingual education; Mathematics education; Psychology; Pedagogy; Sociology; Computer science; World Wide Web; Demography","score_opus":0.04374025808974425,"score_gpt":0.32454165606670476,"score_spread":0.2808013979769605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2541879666","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":[0.7469489,0.00014302622,0.0007443853,0.0038789536,0.00080270966,0.0001065719,7.9211566e-7,0.00021779354,0.24715687],"genre_scores_gemma":[0.796626,0.000010122807,0.00018520224,0.00023485663,0.00021188358,0.000024612611,7.8321057e-7,0.000023352039,0.20268324],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99899983,0.00014297564,0.00016208821,0.00023104779,0.00011316691,0.00035090014],"domain_scores_gemma":[0.999258,0.00017173534,0.000057019453,0.00043933868,0.000011491558,0.00006243252],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00069555006,0.00011931837,0.00011218622,0.000052526102,0.00008141719,0.000028388953,0.00027401198,0.00006156125,0.0014800914],"category_scores_gemma":[0.000055814027,0.000057371723,0.000054488966,0.00007607346,0.00005979897,0.000059566344,0.00004770373,0.00014568398,0.0032225412],"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":[0.000108931104,0.00012585339,0.08090299,0.000008247427,0.0004967059,0.000039614122,0.06660474,0.00000257688,0.0109897815,0.032323144,0.14116955,0.66722786],"study_design_scores_gemma":[0.00072549155,0.000042960433,0.03950609,0.00011576706,0.00003787783,0.00006405484,0.0013471498,0.000007239984,0.00081326044,0.0017805885,0.9552108,0.00034871796],"about_ca_topic_score_codex":0.00010344879,"about_ca_topic_score_gemma":0.0000013411203,"teacher_disagreement_score":0.81404126,"about_ca_system_score_codex":0.00007909973,"about_ca_system_score_gemma":0.000010759507,"threshold_uncertainty_score":0.9994327},"labels":[],"label_agreement":null},{"id":"W2608104357","doi":"10.1002/trtr.1588","title":"Literacy Begins With Early Education","year":2017,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":0,"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":"Psychology; Literacy; Primary education; Mathematics education; Pedagogy; Literacy education","score_opus":0.02384181757534607,"score_gpt":0.3329254167198483,"score_spread":0.30908359914450223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2608104357","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":[0.5737462,0.000020801726,0.000025287578,0.0065993606,0.00009055747,0.00006902888,1.3349073e-7,0.000068622256,0.41938],"genre_scores_gemma":[0.9469153,0.000010162923,0.00023139287,0.00008077733,0.00016944221,0.000007773101,7.8607366e-7,0.0000054952825,0.052578848],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99958247,0.000023513594,0.000048222642,0.00009252807,0.00011218236,0.00014110057],"domain_scores_gemma":[0.99953634,0.000024783149,0.000066053886,0.00031211795,0.000030265715,0.000030439898],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002655014,0.00004728304,0.000051025167,0.00002654921,0.00096240203,0.00036326548,0.00042192012,0.000042637323,0.00004354897],"category_scores_gemma":[0.00016627475,0.00002946854,0.000015298147,0.00004604626,0.0002664027,0.0003460123,0.00004739611,0.00009353762,0.000093283255],"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":[0.000011806982,0.00006810688,0.24029128,0.0000019792537,0.000020300027,0.000001493693,0.04162057,5.3947815e-8,0.00002749699,0.3357651,0.0055173114,0.3766745],"study_design_scores_gemma":[0.00018364818,0.00003084269,0.31700286,0.00007167195,0.000016055328,0.000003479536,0.0022403044,0.0000033544761,0.00013863387,0.046988636,0.6331082,0.00021231426],"about_ca_topic_score_codex":0.0013933865,"about_ca_topic_score_gemma":0.00023904478,"teacher_disagreement_score":0.6275909,"about_ca_system_score_codex":0.000043073633,"about_ca_system_score_gemma":0.00013118659,"threshold_uncertainty_score":0.74021155},"labels":[],"label_agreement":null},{"id":"W2791030668","doi":"10.1002/trtr.1689","title":"Assembling Improv and Collaborative Story Building in Language Arts Class","year":2018,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":15,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Improvisation; Literacy; The arts; Language arts; Gesture; Comedy; Class (philosophy); Psychology; Embodied cognition; Posthuman; Pedagogy; Visual arts; Affect (linguistics); Mathematics education; Art; Linguistics; Aesthetics; Communication; Computer science","score_opus":0.025924339934920024,"score_gpt":0.29282661575083413,"score_spread":0.2669022758159141,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791030668","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":[0.9823488,0.00045024662,0.00001085844,0.000782612,0.0006303234,0.00011251998,0.0000020340133,0.00004108242,0.015621495],"genre_scores_gemma":[0.99171484,0.000008983012,0.000113419745,0.00019779775,0.0021670898,0.00001465665,0.0000032845805,0.000014076005,0.0057658292],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994227,0.00009264589,0.00010398058,0.00013249143,0.000079487305,0.00016867765],"domain_scores_gemma":[0.99960333,0.00012141656,0.000054376746,0.00013604331,0.000052619063,0.000032207197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006238354,0.000084359126,0.000095771946,0.0000784985,0.00027056783,0.00015452177,0.00008110384,0.000030471683,0.00016009255],"category_scores_gemma":[0.00010442406,0.000058001107,0.000013519479,0.000049791055,0.00016812226,0.00022547373,0.000024135103,0.00017644506,0.000029037878],"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":[0.000009303162,0.000021162503,0.00081532006,0.000010941537,0.000010644269,0.0000012052884,0.97893685,1.755553e-7,0.00075679057,0.008385062,0.0033807699,0.0076717935],"study_design_scores_gemma":[0.0004991719,0.00012054481,0.0025063534,0.00021940068,0.00004426897,0.0000051653155,0.79892266,0.0008801918,0.0021862932,0.00263781,0.19162521,0.00035293482],"about_ca_topic_score_codex":0.00031801054,"about_ca_topic_score_gemma":0.00050936005,"teacher_disagreement_score":0.18824443,"about_ca_system_score_codex":0.00005769813,"about_ca_system_score_gemma":0.000037536927,"threshold_uncertainty_score":0.23652166},"labels":[],"label_agreement":null},{"id":"W2801635052","doi":"10.1002/trtr.1701","title":"Multimodal Becoming: Literacy in and Beyond the Classroom","year":2018,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":37,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Multimodality; Framing (construction); Conversation; Literacy; Psychology; Pedagogy; Critical literacy; Critical thinking; Mathematics education; Linguistics; Communication","score_opus":0.03259826482536177,"score_gpt":0.2841315993384378,"score_spread":0.251533334513076,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2801635052","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":[0.9725439,0.00020675517,0.0000054380403,0.003767239,0.0006634128,0.00011529136,0.0000018601711,0.000027592936,0.022668544],"genre_scores_gemma":[0.9815004,0.000010686937,0.000056755736,0.00084665883,0.0025141696,0.0000158038,0.000004813007,0.000012825992,0.015037876],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993829,0.00009143947,0.0001386893,0.00012443948,0.0000809643,0.00018155907],"domain_scores_gemma":[0.99948496,0.00018642441,0.00004641541,0.00021632017,0.000036685386,0.00002922338],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000502907,0.00008908324,0.00008364735,0.000045232595,0.00034694406,0.0002532974,0.00015492935,0.000027260041,0.00055405643],"category_scores_gemma":[0.00006460679,0.000046041823,0.00002341476,0.000029077457,0.00029967783,0.0002291098,0.000036833095,0.00018299506,0.00009648952],"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":[0.0000098495075,0.00003674945,0.0046915906,0.000005560596,0.000009161997,3.6745377e-7,0.9615739,7.904143e-8,0.000014240368,0.006778302,0.006931188,0.019949023],"study_design_scores_gemma":[0.00083094666,0.00012533498,0.02425722,0.000118510296,0.000055390934,0.000014094523,0.2887779,0.0038947398,0.00018582502,0.039523184,0.641812,0.00040481816],"about_ca_topic_score_codex":0.0005901173,"about_ca_topic_score_gemma":0.0003274448,"teacher_disagreement_score":0.672796,"about_ca_system_score_codex":0.000027722434,"about_ca_system_score_gemma":0.000017907145,"threshold_uncertainty_score":0.606653},"labels":[],"label_agreement":null},{"id":"W2915436215","doi":"10.1002/trtr.1795","title":"Play(ful) Pedagogical Practices for Creative Collaborative Literacy","year":2019,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":13,"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":"Social Sciences and Humanities Research Council of Canada","keywords":"Action research; Literacy; Pedagogy; Mathematics education; Collaborative learning; Psychology; Action (physics)","score_opus":0.08858415600880139,"score_gpt":0.4218029793825381,"score_spread":0.3332188233737367,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915436215","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":[0.54308677,0.00012296232,0.00009994379,0.0070662233,0.00015624201,0.0006716031,0.0000053793224,0.0001513802,0.4486395],"genre_scores_gemma":[0.87934273,0.000035626716,0.0008046193,0.00018371273,0.00017912315,0.000046901638,0.000006981021,0.000009984308,0.1193903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.999056,0.00013642138,0.00012911676,0.00020498164,0.00018724772,0.00028627206],"domain_scores_gemma":[0.9986783,0.00077990285,0.00021434737,0.00016018967,0.00012050346,0.000046743182],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009080418,0.000095669995,0.00014557462,0.00004519426,0.00035020508,0.00017621016,0.0003059101,0.0001120969,0.00035543033],"category_scores_gemma":[0.0017406238,0.00006269235,0.000045340126,0.00028446066,0.00018471428,0.0004220505,0.00006147867,0.00015697625,0.00021732057],"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":[0.00020650399,0.0001516584,0.02455878,0.000010112077,0.00012018585,0.0000028461827,0.28949893,0.0000013769602,0.00024823693,0.6331294,0.02455905,0.027512928],"study_design_scores_gemma":[0.00034382925,0.000085233674,0.001241524,0.000023941418,0.00001864385,0.0000013521399,0.031924836,0.000026823105,0.00028643323,0.026249457,0.93962866,0.00016924436],"about_ca_topic_score_codex":0.00022255465,"about_ca_topic_score_gemma":0.00009592768,"teacher_disagreement_score":0.91506964,"about_ca_system_score_codex":0.00009304988,"about_ca_system_score_gemma":0.00017844264,"threshold_uncertainty_score":0.38917127},"labels":[],"label_agreement":null},{"id":"W3158634215","doi":"10.1002/trtr.2012","title":"Seeking Middle Ground: Analyzing Running Records From the Top and Bottom","year":2021,"lang":"en","type":"article","venue":"The Reading Teacher","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":"Brandon University","funders":"","keywords":"Fluency; Automaticity; Reading (process); Reading comprehension; Psychology; Comprehension; Top-down and bottom-up design; Interpretation (philosophy); Mathematics education; Perspective (graphical); Cognitive psychology; Computer science; Pedagogy; Linguistics; Artificial intelligence; Cognition","score_opus":0.03979428693307479,"score_gpt":0.2972410793376509,"score_spread":0.25744679240457613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158634215","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":[0.97280097,0.0033421484,0.0007281748,0.002624034,0.0008048428,0.00009636154,0.0000053311574,0.00010259511,0.019495532],"genre_scores_gemma":[0.9670136,0.000038728213,0.0017564468,0.00066913094,0.00058219087,0.000020059846,0.000022552309,0.000037109105,0.029860172],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99847895,0.0003467252,0.00026824547,0.00039102367,0.00015724298,0.0003578027],"domain_scores_gemma":[0.99856776,0.0006171002,0.00010666056,0.000611946,0.00003670261,0.000059855913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010973131,0.00017665178,0.00021048363,0.000037392652,0.00043561388,0.00019964133,0.00027289864,0.000096303,0.00075083395],"category_scores_gemma":[0.00010852109,0.0001081688,0.00007053223,0.00023599643,0.00006879816,0.000094207,0.00014070603,0.0005351579,0.0001105573],"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":[0.00006714012,0.00008703261,0.6861619,0.000011959166,0.0007115692,0.00008829312,0.15790063,0.000004185561,0.0010268032,0.00499839,0.0167165,0.1322256],"study_design_scores_gemma":[0.0008191111,0.000033011325,0.72608197,0.00046575157,0.00022871564,0.000120102384,0.023522772,0.00041634194,0.00016903938,0.0046725636,0.24288969,0.00058093504],"about_ca_topic_score_codex":0.0014707186,"about_ca_topic_score_gemma":0.000039282873,"teacher_disagreement_score":0.22617318,"about_ca_system_score_codex":0.00006509848,"about_ca_system_score_gemma":0.000031106527,"threshold_uncertainty_score":0.8221105},"labels":[],"label_agreement":null},{"id":"W4293243793","doi":"10.1002/trtr.2112","title":"More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development","year":2022,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Language Development and Disorders","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Conversation; Vocabulary; Psychology; Pedagogy; Language development; Vocabulary development; Language acquisition; Mathematics education; Teaching method; Linguistics; Developmental psychology; Communication","score_opus":0.014960955602794377,"score_gpt":0.31508987594777244,"score_spread":0.30012892034497807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293243793","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":[0.9530412,0.0017953396,0.0000124853495,0.0029330978,0.00012370263,0.00022360671,0.0000040414634,0.000037188838,0.041829314],"genre_scores_gemma":[0.9880801,0.0000033169351,0.00014617549,0.00020275451,0.00005009892,0.00011791033,0.000010245902,0.000029101167,0.011360316],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998533,0.00036256015,0.00024985723,0.0002485674,0.00025534604,0.00035067918],"domain_scores_gemma":[0.99934757,0.00017972302,0.00006170903,0.00035648033,0.000010229079,0.000044262073],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010125081,0.00015787086,0.00018239643,0.00007827608,0.00022830184,0.00002254604,0.0003871004,0.00005869794,0.00182422],"category_scores_gemma":[0.000076769866,0.000095590534,0.000044256183,0.00020108419,0.00021138025,0.000045473633,0.00027218094,0.00049129606,0.000030282177],"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":[0.00015562413,0.0005003189,0.31651857,0.000018369725,0.00016562096,0.000042102525,0.61511606,0.0000070156366,0.0010069128,0.016126808,0.003806374,0.04653619],"study_design_scores_gemma":[0.0010463787,0.00005161279,0.42656285,0.000029270755,0.000056225526,0.00004572238,0.5585915,0.000072793606,0.00021373466,0.0011765445,0.0118069835,0.00034637676],"about_ca_topic_score_codex":0.0005137814,"about_ca_topic_score_gemma":0.00018053717,"teacher_disagreement_score":0.11004426,"about_ca_system_score_codex":0.00006779109,"about_ca_system_score_gemma":0.000050441806,"threshold_uncertainty_score":0.9990882},"labels":[],"label_agreement":null},{"id":"W4318570108","doi":"10.1002/trtr.2184","title":"In and Out of the Unknown: Lessons from Immigrant Families Promoting Multiliteracies During the <scp>COVID</scp>‐19 Pandemic","year":2023,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Grandparent; Immigration; Mainstream; Literacy; Family literacy; Psychology; Pandemic; Pedagogy; Developmental psychology; Coronavirus disease 2019 (COVID-19); Medicine; Political science","score_opus":0.0466304811756804,"score_gpt":0.32344601777957804,"score_spread":0.2768155366038976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4318570108","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":[0.9926046,0.0002415139,0.000002499578,0.0029610484,0.00013166576,0.0002490625,0.000006494476,0.00014860753,0.0036544725],"genre_scores_gemma":[0.99303114,0.00018722788,0.0000135130085,0.000060176357,0.00005696184,0.000017286526,0.0000012469413,0.000009413282,0.0066230027],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99890536,0.00020755176,0.00020079719,0.0001879591,0.0002055343,0.0002927711],"domain_scores_gemma":[0.99876964,0.0008461874,0.00009906076,0.00024045554,0.00001583328,0.000028816674],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011939433,0.00010302126,0.00014785424,0.00006910149,0.0005401124,0.000066753535,0.0004863114,0.00008917717,0.0000047977064],"category_scores_gemma":[0.0017041505,0.00005262774,0.000049249546,0.00045070823,0.00055281323,0.00012932518,0.0003058155,0.00026305733,0.000010783446],"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":[0.000002095888,0.0000144158885,0.52907944,0.000011978583,0.000020013185,0.0000017741145,0.46190712,0.0000036850915,0.0026296824,0.0021312877,0.00018381329,0.004014665],"study_design_scores_gemma":[0.00051553384,0.000009773632,0.7547392,0.00021894733,0.00002250931,0.0000035400901,0.16558231,0.00031681705,0.001027957,0.035332367,0.042105902,0.00012513262],"about_ca_topic_score_codex":0.0021613322,"about_ca_topic_score_gemma":0.006213236,"teacher_disagreement_score":0.29632482,"about_ca_system_score_codex":0.00006888233,"about_ca_system_score_gemma":0.000056350946,"threshold_uncertainty_score":0.41541624},"labels":[],"label_agreement":null},{"id":"W4319321669","doi":"10.1002/trtr.2185","title":"“This Is My School Too!”: Working with Newcomer Parents to Create a Familycentric School Landscape","year":2023,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Narrative; Empowerment; Conversation; Pedagogy","score_opus":0.096793926921756,"score_gpt":0.3471599983135171,"score_spread":0.25036607139176115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319321669","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":[0.890758,0.00011308556,0.000031457766,0.0046467613,0.00049550744,0.0005383466,0.0000032871953,0.00035666954,0.10305691],"genre_scores_gemma":[0.91807646,0.00014973419,0.0001561112,0.0011479042,0.00057173136,0.00011419779,0.000016824746,0.00003307526,0.07973398],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979959,0.00024458487,0.00019878044,0.00033280245,0.0006098773,0.00061803305],"domain_scores_gemma":[0.9990068,0.00011875989,0.00009937508,0.00039662226,0.000054201795,0.00032425835],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011115221,0.00017142152,0.00016386624,0.00020641323,0.000754453,0.0002570483,0.0005706264,0.00008234433,0.0015271893],"category_scores_gemma":[0.00031629484,0.00012332486,0.000057532437,0.0017436417,0.00008549285,0.00021114756,0.00011663884,0.0002725214,0.0056570345],"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":[0.000039034032,0.00009849336,0.73989636,0.0000071884465,0.00007917537,0.000004117836,0.045777444,0.000026548843,0.00028874291,0.00036334916,0.20955715,0.0038623975],"study_design_scores_gemma":[0.001311012,0.00014167793,0.26135215,0.0008415293,0.00028105118,0.0000037197497,0.13531162,0.0005219494,0.0007535192,0.0015433773,0.59660256,0.0013358488],"about_ca_topic_score_codex":0.005165012,"about_ca_topic_score_gemma":0.00028869713,"teacher_disagreement_score":0.4785442,"about_ca_system_score_codex":0.00039420486,"about_ca_system_score_gemma":0.00017902983,"threshold_uncertainty_score":0.99938554},"labels":[],"label_agreement":null},{"id":"W4362519446","doi":"10.1002/trtr.2198","title":"In This Issue","year":2023,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"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":"Wright; Library science; World Wide Web; Computer science; History; Art history","score_opus":0.035563326243376735,"score_gpt":0.3482261163210715,"score_spread":0.31266279007769476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362519446","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47505885,0.00010841789,0.000011300841,0.00698749,0.0010917616,0.00013431562,8.5866077e-7,0.00024846126,0.51635855],"genre_scores_gemma":[0.48064637,0.000009113781,0.000051290754,0.0004175031,0.00020846211,0.000042426906,0.0000036577105,0.00001824403,0.51860297],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99908745,0.00015006484,0.00016350672,0.00018697564,0.00010318314,0.00030883588],"domain_scores_gemma":[0.99945015,0.00013815977,0.00003165952,0.0003409472,0.0000073810356,0.000031718195],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0010033698,0.00009121853,0.00011170704,0.00013476024,0.00006367053,0.000023395414,0.0002304174,0.0000639489,0.0068038544],"category_scores_gemma":[0.000048761147,0.000060894174,0.00003259545,0.0004476642,0.000031074058,0.00004383861,0.000046906527,0.00023371907,0.021034755],"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":[0.000017305696,0.000041050458,0.01200437,0.0000050440517,0.000037432008,0.00006702258,0.06554074,0.000004625026,0.00023415031,0.0058327634,0.89038277,0.025832735],"study_design_scores_gemma":[0.00023318532,0.000012261393,0.038204648,0.000032186406,0.000005782945,0.000016480944,0.0010808735,0.00009297504,0.00009450911,0.0015855865,0.958511,0.0001304954],"about_ca_topic_score_codex":0.00045535865,"about_ca_topic_score_gemma":0.0000046025593,"teacher_disagreement_score":0.06812825,"about_ca_system_score_codex":0.000047181788,"about_ca_system_score_gemma":0.000009656911,"threshold_uncertainty_score":0.9941041},"labels":[],"label_agreement":null},{"id":"W4377244639","doi":"10.1002/trtr.2211","title":"A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees","year":2023,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"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":"Immigration; Refugee; Curriculum; Diversity (politics); Variety (cybernetics); Literacy; Pedagogy; Psychology; Quarter (Canadian coin); Sociology; Cultural diversity; Reflection (computer programming); Political science; History","score_opus":0.05460364736044828,"score_gpt":0.42790815579764085,"score_spread":0.3733045084371926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4377244639","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":[0.9656542,0.00003691909,0.0000021305266,0.025229037,0.00011220642,0.00018942844,0.000009851751,0.0001724393,0.008593783],"genre_scores_gemma":[0.991065,0.000045064928,0.000017188622,0.00038648082,0.000389881,0.000011631691,0.000011339145,0.00001475197,0.00805863],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988713,0.00020203168,0.00016705238,0.00018412682,0.00026997045,0.00030551653],"domain_scores_gemma":[0.9995307,0.00015682439,0.000080739206,0.00012025415,0.00003371314,0.000077778386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012558452,0.00009817127,0.00012482906,0.00009674335,0.0006456451,0.00007054375,0.00017781822,0.000070984504,0.00013879135],"category_scores_gemma":[0.00031703585,0.000073119416,0.000055495897,0.0003329909,0.00014028326,0.00008207965,0.00000910386,0.00019969753,0.000040447023],"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":[0.00002202916,0.00019378478,0.12300827,0.000026718522,0.00010097029,0.0000044736485,0.6319106,0.00004804237,0.000228342,0.18026955,0.014754098,0.049433064],"study_design_scores_gemma":[0.0011886641,0.0000799114,0.66683304,0.0002418811,0.00012326347,0.000010647148,0.06754655,0.00098175,0.00047853385,0.0049762107,0.25667804,0.0008614691],"about_ca_topic_score_codex":0.0015515424,"about_ca_topic_score_gemma":0.0006974663,"teacher_disagreement_score":0.5643641,"about_ca_system_score_codex":0.000033927292,"about_ca_system_score_gemma":0.00008441693,"threshold_uncertainty_score":0.4965845},"labels":[],"label_agreement":null},{"id":"W4406121571","doi":"10.1002/trtr.2373","title":"Using Storytelling to Teach Tłichǫ Language and Culture to Young Children in the Canadian Northwest Territories","year":2025,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"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":"Storytelling; Psychology; Story telling; Teaching method; Pedagogy; Early childhood education; Primary education; Mathematics education; Linguistics; Narrative","score_opus":0.03951927152340383,"score_gpt":0.4155392116013752,"score_spread":0.37601994007797135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406121571","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":[0.96228224,0.0001398529,0.000011648725,0.01175379,0.00024308382,0.00032961543,0.000006776209,0.000022777325,0.025210207],"genre_scores_gemma":[0.98997056,0.00000596656,0.00026809316,0.0023421978,0.00054531294,0.000010480329,0.0000047676363,0.0000060317666,0.0068465993],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9991531,0.0002316199,0.00009442087,0.00013425598,0.00012763836,0.0002589736],"domain_scores_gemma":[0.9996229,0.000053374257,0.000019133597,0.00016771004,0.000020446432,0.000116443036],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010148438,0.00007852867,0.0000788842,0.00012265089,0.0008312874,0.00018653095,0.00030505558,0.00006388259,0.000018433328],"category_scores_gemma":[0.0003315265,0.00005164011,0.000017938431,0.00040194037,0.00006939526,0.000048682035,0.000023181938,0.00022043935,0.0000070836822],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000017837183,0.000009472988,0.17477585,0.0000018785157,0.000006772423,6.1945417e-7,0.81667274,0.000022799273,0.000049416783,0.0032007543,0.0015258179,0.003732062],"study_design_scores_gemma":[0.00015413106,0.000013914199,0.38682002,0.00013908134,0.00004184303,0.000004709014,0.24461772,0.0000770926,0.00007973587,0.00036257895,0.3673742,0.00031496986],"about_ca_topic_score_codex":0.9452723,"about_ca_topic_score_gemma":0.9725033,"teacher_disagreement_score":0.57205504,"about_ca_system_score_codex":0.00027456292,"about_ca_system_score_gemma":0.00027954837,"threshold_uncertainty_score":0.63936746},"labels":[],"label_agreement":null},{"id":"W4406849730","doi":"10.1002/trtr.2380","title":"Playing With Story Workshop in the Literacy Classroom","year":2025,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"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 Calgary","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Psychology; Literacy; Mathematics education; Pedagogy; Primary education; Literacy education; Emergent literacy; Teaching method","score_opus":0.02761633470060269,"score_gpt":0.2787541052416892,"score_spread":0.2511377705410865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406849730","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":[0.92390424,0.00054124004,0.00003866068,0.0061904336,0.0006150618,0.00016392807,8.898524e-7,0.00004410582,0.068501465],"genre_scores_gemma":[0.9559069,0.000009902373,0.000037834143,0.0011801386,0.0007351725,0.000043389307,0.0000070096025,0.000009626743,0.042070013],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99928224,0.00018350456,0.00011703948,0.00012225746,0.00011280693,0.00018215111],"domain_scores_gemma":[0.99912786,0.00049764436,0.0000431816,0.0002878125,0.000028971559,0.000014502457],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007190693,0.00009565896,0.00008981797,0.00008324953,0.0004174993,0.00028725129,0.00025660073,0.00002692037,0.00020056483],"category_scores_gemma":[0.00007614917,0.000045736702,0.00002837295,0.00007893078,0.000111746485,0.00022702136,0.000018388197,0.0003856797,0.00003751942],"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":[0.00001903879,0.000052247226,0.00527446,0.000016543136,0.000018329396,0.000001535125,0.9436947,0.0000028920915,0.0000025381585,0.019120261,0.019373853,0.012423619],"study_design_scores_gemma":[0.00040500972,0.000028381603,0.011886627,0.000534907,0.00007333984,0.000004485388,0.47116658,0.00036307095,0.000010011809,0.005434665,0.5098743,0.00021864472],"about_ca_topic_score_codex":0.00019286985,"about_ca_topic_score_gemma":0.0002391337,"teacher_disagreement_score":0.49050042,"about_ca_system_score_codex":0.0000583889,"about_ca_system_score_gemma":0.00005053233,"threshold_uncertainty_score":0.32111093},"labels":[],"label_agreement":null},{"id":"W4415695360","doi":"10.1002/trtr.70030","title":"Building Thinking Classrooms in Literacy: Collaborative Semantic Gradients for Grades 2–7 Content Reading","year":2025,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"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":"","keywords":"Vocabulary; Embodied cognition; Reading comprehension; Vocabulary development; Literacy; Comprehension; Unpacking; Reading (process)","score_opus":0.04254117811238532,"score_gpt":0.30630440608886966,"score_spread":0.2637632279764843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415695360","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":[0.9871448,0.0007269533,0.00072815287,0.0026924738,0.0024305128,0.00074964965,0.000011485763,0.00011020221,0.005405764],"genre_scores_gemma":[0.98098737,0.000030248251,0.0006946408,0.00049385265,0.0007731151,0.00017181718,0.00002402968,0.000026289877,0.016798642],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99862,0.00015419202,0.00038381806,0.00029120347,0.00015645922,0.0003943768],"domain_scores_gemma":[0.99885625,0.0005275616,0.0001451226,0.0002661891,0.00016340308,0.000041486077],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010202122,0.00019988707,0.00026925796,0.00026363306,0.00060545135,0.0005355783,0.00030251086,0.00006336026,0.000060675295],"category_scores_gemma":[0.0003187228,0.00014084535,0.00008485306,0.00018130093,0.00013556042,0.00045748515,0.000049633778,0.00028077856,0.000011028832],"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":[0.00004470522,0.000097589626,0.006860699,0.000104045546,0.00007544809,0.0000015076184,0.73270255,0.0000049888417,0.00012300863,0.24988587,0.0033243543,0.006775238],"study_design_scores_gemma":[0.0025801996,0.00018814877,0.0060652457,0.0038936792,0.0003644568,0.0000070574797,0.4415927,0.0052073314,0.0010520859,0.3178588,0.22022024,0.0009700675],"about_ca_topic_score_codex":0.00038508055,"about_ca_topic_score_gemma":0.00016723858,"teacher_disagreement_score":0.29110983,"about_ca_system_score_codex":0.00022361566,"about_ca_system_score_gemma":0.00007390891,"threshold_uncertainty_score":0.5743507},"labels":[],"label_agreement":null},{"id":"W7946329","doi":"10.1016/0896-6273(94)90246-1","title":"Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies.","year":2000,"lang":"en","type":"article","venue":"The Reading Teacher","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Zoom; Psychology; Vocabulary; Social studies; Vocabulary development; Mathematics education; Linguistics; Cognitive psychology; Teaching method; Pedagogy","score_opus":0.13510217075290995,"score_gpt":0.4011470467437621,"score_spread":0.26604487599085214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7946329","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":[0.97404075,0.0024574292,0.0000041140943,0.0018858953,0.00011216572,0.00008167326,1.1970816e-7,0.00004759208,0.021370279],"genre_scores_gemma":[0.99228215,0.00035230748,0.00010335507,0.0000936746,0.0004472741,0.000008721017,3.1719355e-7,0.00001256903,0.0066996277],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99864304,0.0004421532,0.00019692484,0.00021815817,0.0001447439,0.00035497078],"domain_scores_gemma":[0.99940866,0.00042524523,0.000046089157,0.000054327396,0.000010759138,0.000054945056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021284746,0.00010105838,0.00022660143,0.00007323082,0.000798268,0.000039318747,0.00009961573,0.0000952662,0.000071151466],"category_scores_gemma":[0.0004184538,0.00008861302,0.00002183465,0.00016139532,0.00058191904,0.00010185496,0.000032189233,0.0004963782,0.000008541931],"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":[0.000011448639,0.000017805078,0.03662624,0.00000685319,0.000011088736,0.0000061777414,0.9275958,0.0000033895112,0.00021108496,0.0013762462,0.0001698317,0.033964027],"study_design_scores_gemma":[0.00071350817,0.00004528814,0.016358852,0.00019802246,0.000025240754,0.000002990723,0.9276698,0.00022186994,0.00001047566,0.001618852,0.052768994,0.00036608873],"about_ca_topic_score_codex":0.0023077112,"about_ca_topic_score_gemma":0.003254283,"teacher_disagreement_score":0.052599162,"about_ca_system_score_codex":0.00025741765,"about_ca_system_score_gemma":0.00007695815,"threshold_uncertainty_score":0.6139713},"labels":[],"label_agreement":null}]}