{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":59,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":59,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"ebc4789d1623","filters":{"venue":"Reading Research Quarterly"}},"results":[{"id":"W2133526395","doi":"10.1598/rrq.36.3.2","title":"Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis","year":2001,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":1463,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Institute for Christian Studies","funders":"","keywords":"Phonemic awareness; Phonics; Reading (process); Psychology; Phonological awareness; Meta-analysis; Cognitive psychology; Primary education; Literacy; Developmental psychology; Linguistics; Mathematics education; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.2259279309312417,"gpt":0.4431507052678233,"spread":0.2172227743365816,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.005604086,0.0003515762,0.0006982256,0.001152339,0.0009249466,0.0005322025,0.001057957,0.000204693,0.002228621],"category_scores_gemma":[0.0006349146,0.0002638689,0.0004551548,0.003753609,0.0002253623,0.0004834058,0.00009337578,0.000927309,0.001860164],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004811606,"about_ca_system_score_gemma":0.0002077328,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02372583,"about_ca_topic_score_gemma":0.0005891767,"domain_scores_codex":[0.9934052,0.001628226,0.000703493,0.001213453,0.001877484,0.001172178],"domain_scores_gemma":[0.9948029,0.003063676,0.0001757433,0.0009084925,0.0006834309,0.0003657664],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00161505,0.0005942847,0.4710527,0.00004458807,0.1278065,0.0002165279,0.1635818,0.0008261228,0.007666114,0.004788407,0.04979245,0.1720154],"study_design_scores_gemma":[0.001260075,0.0009275666,0.9475138,0.0003628794,0.01059973,0.0002793025,0.01203574,0.0005969868,0.0005733995,0.004201091,0.02025945,0.001390019],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9879425,0.0008413446,0.001873051,0.004401945,0.0004255149,0.0006976126,0.000066263,0.0001864405,0.003565378],"genre_scores_gemma":[0.9876779,0.0000866605,0.0007750376,0.0002807783,0.0006826029,0.0003927008,0.0001445721,0.00005151025,0.009908244],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4764611,"threshold_uncertainty_score":0.9999813,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2161547889","doi":"10.1598/rrq.36.1.1","title":"Access to Print in Low‐Income and Middle‐Income Communities: An Ecological Study of Four Neighborhoods","year":2001,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":508,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"University of Oxford; University of Cambridge; McGill University; Harvard University; American Educational Research Association","keywords":"Literacy; Reading (process); Low income; Variety (cybernetics); Early literacy; Sociology; Geography; Economic growth; Socioeconomics; Political science; Economics","retraction":null,"screen_n_in":null,"score":{"opus":0.1769250635404716,"gpt":0.4348460564145016,"spread":0.25792099287403,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002915127,0.0001165057,0.0002925041,0.0007901991,0.0003891374,0.0003370161,0.0009874367,0.0001379187,0.00006744121],"category_scores_gemma":[0.0002717238,0.0001073468,0.0000230702,0.001310654,0.0003642792,0.0005664031,0.0002882117,0.000423643,0.00001569191],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002046681,"about_ca_system_score_gemma":0.0001343263,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.007768167,"about_ca_topic_score_gemma":0.06005291,"domain_scores_codex":[0.9973825,0.0006918118,0.0003573028,0.0002766464,0.0006379734,0.0006537845],"domain_scores_gemma":[0.9984201,0.0007535255,0.00005106969,0.0003605261,0.0001711809,0.0002436037],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006535843,0.0008965336,0.905229,0.00002188354,0.0000114375,0.00007000149,0.0714757,0.00000178605,0.00001603355,0.007663604,0.000005631996,0.01454298],"study_design_scores_gemma":[0.0005442641,0.002446592,0.8769204,0.0001401203,0.000001389452,0.000003409947,0.1110929,0.00003299809,0.000006453624,0.008493888,0.000175591,0.000142016],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9850599,0.000009880853,0.00001248511,0.0004238858,0.00004420894,0.0008276261,0.00000160721,0.00007366408,0.0135467],"genre_scores_gemma":[0.9995462,0.0000309967,0.00007124745,0.00001929404,0.00003737764,0.00006673607,0.000001612298,0.00001002167,0.0002165573],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05228474,"threshold_uncertainty_score":0.9988392,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1984970179","doi":"10.1598/rrq.42.1.1","title":"Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching","year":2007,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":356,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"NeuroDevNet; University of British Columbia","funders":"","keywords":"Reading (process); Psychology; Degree (music); Mathematics education; Developmental psychology; Pedagogy; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.05365785034518521,"gpt":0.4235354772103639,"spread":0.3698776268651787,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008020557,0.00008832561,0.0001527336,0.0003884278,0.001259573,0.0002762487,0.0001744944,0.00007705826,0.00001854425],"category_scores_gemma":[0.0009685523,0.00009311122,0.00002235427,0.0003419578,0.0003830479,0.0002244326,0.00003281232,0.0004260225,0.00001237038],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008557045,"about_ca_system_score_gemma":0.00005448328,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002346432,"about_ca_topic_score_gemma":0.0005325926,"domain_scores_codex":[0.9977717,0.0004295888,0.0002508955,0.0003359869,0.0006131123,0.0005986845],"domain_scores_gemma":[0.9982857,0.00104777,0.00006137775,0.0001496498,0.0001737218,0.0002817468],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002119882,0.00003553178,0.01302065,0.00003332815,0.000004547247,0.00000456245,0.5772471,3.221991e-7,0.02302692,0.01960286,0.0001051218,0.3668979],"study_design_scores_gemma":[0.0001897133,0.00058309,0.03197164,0.0005552043,0.000004277164,0.000007953031,0.949525,0.00004968224,0.0009025945,0.001276311,0.01472363,0.0002108881],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9877641,0.0002561164,0.00031344,0.0007355494,0.00005138518,0.0001929683,7.739599e-7,0.00005700128,0.01062872],"genre_scores_gemma":[0.9963025,0.00007240511,0.0008558023,0.00001062042,0.00027931,0.00001428358,0.000001280186,0.00001394298,0.002449886],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3722779,"threshold_uncertainty_score":0.9687742,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1990289074","doi":"10.1598/rrq.45.3.4","title":"Naming Speed and Reading: From Prediction to Instruction","year":2010,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":341,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University; University of Toronto; University of Alberta","funders":"","keywords":"Psychology; Reading (process); Phonological awareness; Humanities; Linguistics; Cognitive psychology; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.03915748973438768,"gpt":0.3759477141845761,"spread":0.3367902244501885,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016121,0.0001786868,0.0002144406,0.0006593333,0.0003834205,0.000303016,0.0002341716,0.0002079463,0.0003907126],"category_scores_gemma":[0.0001904366,0.0001749347,0.00003796967,0.000510889,0.0001210852,0.0002656925,0.00004066505,0.0009531708,0.0007237784],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000106263,"about_ca_system_score_gemma":0.00004664739,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001739976,"about_ca_topic_score_gemma":0.00006708933,"domain_scores_codex":[0.9974953,0.0002313871,0.0003608909,0.0006957908,0.0005379927,0.0006786528],"domain_scores_gemma":[0.9984165,0.0004254146,0.00005791324,0.0005179301,0.0001855603,0.0003966577],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0002720784,0.0001009141,0.05903973,0.00002513846,0.0001207317,0.0000788371,0.06864091,6.401335e-7,0.2143137,0.008964295,0.009662461,0.6387806],"study_design_scores_gemma":[0.002103066,0.00179659,0.850175,0.0003610613,0.00002837337,0.0002904312,0.01171916,0.0006005263,0.003723737,0.00784826,0.1206601,0.0006936215],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9805438,0.00002203217,0.0002213568,0.0005006185,0.001829957,0.0003574631,0.00002521756,0.000161859,0.01633769],"genre_scores_gemma":[0.9916152,0.000003635446,0.002073193,0.00004465438,0.0007608426,0.00005245666,0.00003883051,0.00003863292,0.005372536],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7911353,"threshold_uncertainty_score":0.9302948,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2808941137","doi":"10.1002/rrq.219","title":"Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension","year":2018,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":110,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Dalhousie University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Morpheme; Reading comprehension; Psychology; Vocabulary; Linguistics; Comprehension; Reading (process); Meaning (existential); Vocabulary development; Cognitive psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.04790437941204884,"gpt":0.3850245340826453,"spread":0.3371201546705965,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004669107,0.0002468773,0.0004523614,0.0003397478,0.0009878345,0.0001056967,0.0009337715,0.0001517593,0.0003054061],"category_scores_gemma":[0.0006434713,0.0001490811,0.000107937,0.0008724954,0.000487115,0.0001048129,0.0002041758,0.0006590595,0.0004093979],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001470744,"about_ca_system_score_gemma":0.0001487922,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008120829,"about_ca_topic_score_gemma":0.00008267273,"domain_scores_codex":[0.9955463,0.001018805,0.0009877515,0.0005819585,0.0009665542,0.0008985901],"domain_scores_gemma":[0.995463,0.002353637,0.0002595263,0.0009260823,0.0007960849,0.0002016378],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00057119,0.0008341657,0.04478722,0.00003713743,0.00118932,0.00005135061,0.6420641,0.00005169126,0.09510337,0.02857549,0.01833063,0.1684043],"study_design_scores_gemma":[0.003673387,0.004375807,0.729457,0.003572354,0.0001591365,0.0002450589,0.05464519,0.0005850407,0.1224896,0.005004435,0.07429461,0.001498317],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9870738,0.00007869098,0.004096976,0.0007522636,0.0003914417,0.0007253733,0.00004902708,0.00006257617,0.006769892],"genre_scores_gemma":[0.9960855,0.000003076739,0.002964771,0.0000920834,0.0003163938,0.0001127126,0.00004595723,0.00002939502,0.0003501598],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6846699,"threshold_uncertainty_score":0.7597725,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2007867453","doi":"10.1598/rrq.41.2.3","title":"Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings","year":2006,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":88,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Dialogic; Literacy; Pedagogy; Narrative; Sociology; Context (archaeology); Internship; Diversity (politics); Reading (process); Teacher education; Psychology; Linguistics; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.07074954043479754,"gpt":0.5086552986787163,"spread":0.4379057582439188,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004975027,0.0001140303,0.0001901008,0.0003346622,0.001277725,0.0004105674,0.0002497133,0.0001023256,0.00002810612],"category_scores_gemma":[0.001848954,0.0001100254,0.00007172109,0.0002495821,0.0003991875,0.0005910975,0.00002643843,0.0005103211,0.000008292148],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001250658,"about_ca_system_score_gemma":0.0002919867,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01262566,"about_ca_topic_score_gemma":0.0002890516,"domain_scores_codex":[0.9974698,0.0008914766,0.0003079165,0.0003238888,0.0004465773,0.0005602713],"domain_scores_gemma":[0.9979436,0.001183768,0.0001298996,0.0001833773,0.0003709511,0.000188363],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003239911,0.0001081316,0.007573456,0.00007852852,0.00001339755,8.504277e-7,0.8313571,0.000001091331,0.002335057,0.02741242,0.004518995,0.1265686],"study_design_scores_gemma":[0.001273615,0.0009138183,0.0109799,0.0005975883,0.00002063058,0.00000368041,0.3497292,0.0007078168,0.0004519411,0.04811085,0.5866605,0.0005504303],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9688904,0.0001939439,0.0001119023,0.001467891,0.0001148382,0.0005202963,0.00001240553,0.0000606088,0.02862767],"genre_scores_gemma":[0.9871679,0.00001206728,0.004983945,0.00003944652,0.0006729047,0.00004641564,0.0000139416,0.00001412474,0.007049263],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5821415,"threshold_uncertainty_score":0.9939494,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1536377901","doi":"10.1002/rrq.013","title":"Understanding the Relative Contributions of Lower‐Level Word Processes, Higher‐Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers","year":2012,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":86,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Working memory; Comprehension; Reading comprehension; Structural equation modeling; Cognitive psychology; Cognition; Reading (process); Psychology; Set (abstract data type); Word recognition; Short-term memory; Computer science; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.2023258657908841,"gpt":0.3899318629348408,"spread":0.1876059971439567,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.003914456,0.0003259475,0.0004587182,0.0008533404,0.0007057992,0.000142661,0.0004306514,0.000208811,0.00004011551],"category_scores_gemma":[0.0007482297,0.0002540686,0.00004645632,0.002721234,0.0003729457,0.0005504737,0.00009856155,0.001009173,0.00005675416],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008594713,"about_ca_system_score_gemma":0.0003165157,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002898081,"about_ca_topic_score_gemma":0.00006294373,"domain_scores_codex":[0.9955576,0.0005817164,0.0007735148,0.0006468612,0.0009331733,0.001507115],"domain_scores_gemma":[0.9958718,0.002267581,0.0002361071,0.0005050803,0.0007763182,0.0003431218],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0029193,0.001630093,0.152676,0.003013729,0.0005023761,0.00008098431,0.6974126,0.00007828024,0.005588757,0.0793311,0.005332184,0.05143467],"study_design_scores_gemma":[0.007650762,0.00503212,0.6801403,0.02738714,0.0001811674,0.0004041181,0.2510085,0.0008152129,0.005192079,0.007031655,0.01209388,0.00306316],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9772041,0.001068925,0.00705424,0.002108111,0.0007491482,0.001966956,0.00004652364,0.0001020466,0.009699897],"genre_scores_gemma":[0.9957975,0.00005479098,0.0009103253,0.00007442109,0.000159672,0.0003131372,0.00002160122,0.00004890574,0.002619615],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5274642,"threshold_uncertainty_score":0.9999912,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1934607586","doi":"10.1002/rrq.95","title":"Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades","year":2014,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":78,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Dalhousie University; Institute for Christian Studies; University of Toronto","funders":"","keywords":"French immersion; Literacy; Psychology; Early literacy; Primary education; Mathematics education; Emergent literacy; Linguistics; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.01848180156450484,"gpt":0.3796549059763709,"spread":0.3611731044118661,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004171278,0.0001610786,0.0002661552,0.0005981623,0.0001252102,0.0002134357,0.000283285,0.0001033479,0.00001928431],"category_scores_gemma":[0.000194302,0.0001212822,0.00001615062,0.0003989402,0.0001422656,0.0001946499,0.00007240991,0.0004545138,0.000009000526],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004917,"about_ca_system_score_gemma":0.0000283468,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001235981,"about_ca_topic_score_gemma":0.000110322,"domain_scores_codex":[0.9973941,0.0006570374,0.0004417522,0.0004410378,0.000563083,0.0005029446],"domain_scores_gemma":[0.998436,0.0009895054,0.00006883225,0.0002832419,0.0001155665,0.0001068354],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00001366098,0.0001416113,0.3933675,0.00004733949,0.00001669646,0.00001363513,0.5028444,1.89829e-8,0.0004960109,0.0002179016,0.0001030993,0.1027381],"study_design_scores_gemma":[0.001012085,0.0002885728,0.9814143,0.0003451018,0.000003018348,0.000005034074,0.01514672,0.000009487258,0.00007955932,0.0002964475,0.001263395,0.000136332],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9978933,0.0005517493,0.00001679046,0.00005789336,0.00009523296,0.000348841,0.000003167214,0.00001099137,0.001022053],"genre_scores_gemma":[0.9985873,0.00002497789,0.0007984672,0.00002240343,0.00005290913,0.00005958547,0.000009776294,0.00001397711,0.0004306615],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5880467,"threshold_uncertainty_score":0.4945746,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2076250769","doi":"10.1598/rrq.37.2.4","title":"The expertise of literacy teachers: A continuum from preschool to Grade 5","year":2002,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":78,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Literacy; Reading (process); Psychology; Mathematics education; Pedagogy; Medical education; Medicine; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.07080091642741987,"gpt":0.4034184816565816,"spread":0.3326175652291617,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001627132,0.0001977271,0.0002894934,0.0003093799,0.0003498596,0.0003555452,0.000767883,0.0001191302,0.0008546535],"category_scores_gemma":[0.0003754198,0.0001433443,0.0001092581,0.0005510994,0.0001658396,0.0002093565,0.00005199158,0.0006120895,0.001877753],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001440652,"about_ca_system_score_gemma":0.00002584049,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00143509,"about_ca_topic_score_gemma":0.00003588127,"domain_scores_codex":[0.9962813,0.0008818602,0.0005823299,0.0005539095,0.0007547382,0.0009458193],"domain_scores_gemma":[0.9965712,0.001719415,0.00009786739,0.001012036,0.0002517569,0.0003477574],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001179578,0.0002693888,0.004178418,0.000009489499,0.0001562559,0.00005759636,0.3203153,1.873521e-7,0.009270435,0.001058818,0.2162262,0.44834],"study_design_scores_gemma":[0.002958953,0.003260175,0.09697749,0.001092141,0.00003347106,0.00004543307,0.03017284,0.0004534354,0.004517342,0.00559944,0.8539312,0.0009580215],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9764841,0.001906539,0.0002014665,0.002444022,0.0005165619,0.0006642347,0.00002413307,0.00008836552,0.01767054],"genre_scores_gemma":[0.9568866,0.00002433658,0.0006560915,0.00007968413,0.0002981677,0.0003247201,0.000006264824,0.00003895407,0.04168521],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.637705,"threshold_uncertainty_score":0.9988994,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1728407011","doi":"10.1002/rrq.69","title":"The Role of Acculturation in Reading a Second Language: Its Relation to English Literacy Skills in Immigrant Chinese Adolescents","year":2014,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":69,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"Acculturation; Reading comprehension; Humanities; Fluency; Psychology; Literacy; Reading (process); Immigration; Pedagogy; Art; Mathematics education; Geography; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.009095328512972116,"gpt":0.3524829700845299,"spread":0.3433876415715578,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004110783,0.0001827503,0.0002756816,0.0007491866,0.0001571706,0.0002019544,0.0003848929,0.0001375837,0.00005542531],"category_scores_gemma":[0.001192867,0.000134465,0.00005617176,0.001196401,0.00004038267,0.0003948143,0.00003638812,0.0006408308,0.0001713711],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002249137,"about_ca_system_score_gemma":0.00003903657,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000658733,"about_ca_topic_score_gemma":0.00051866,"domain_scores_codex":[0.9966183,0.001015652,0.0006897205,0.0004609441,0.0005235961,0.0006917467],"domain_scores_gemma":[0.9979876,0.0009516762,0.0001284671,0.0004670331,0.0003284156,0.0001368517],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0003008271,0.0002668064,0.1277337,0.00007652866,0.00002243889,0.00001850072,0.6031567,0.00001170854,0.03870627,0.002158844,0.0002945767,0.2272531],"study_design_scores_gemma":[0.001129735,0.0004213073,0.9733459,0.001144128,0.000002637145,0.000007645453,0.01469734,0.0008065826,0.001413258,0.0009173928,0.005862985,0.0002510303],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9922109,0.0001927863,0.00002687391,0.000124063,0.0002738174,0.0006216209,0.000006074136,0.00003279892,0.00651102],"genre_scores_gemma":[0.9966283,0.000007351724,0.0001102049,0.00002637508,0.0001791457,0.0001501286,0.0000259645,0.00002616887,0.002846354],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8456123,"threshold_uncertainty_score":0.5483324,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3158386961","doi":"10.1002/rrq.406","title":"What Matters Most? Toward a Robust and Socially Just Science of Reading","year":2021,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":65,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Reading (process); Reading motivation; Literacy; Focus (optics); Nature versus nurture; Psychology; Reading comprehension; Pedagogy; Mathematics education; Linguistics; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.09650224216147076,"gpt":0.4100861520123437,"spread":0.313583909850873,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003796624,0.0001888494,0.0003541798,0.0006650927,0.0004587267,0.0007880991,0.0004531596,0.000121779,0.000308788],"category_scores_gemma":[0.0002446623,0.0001876486,0.0000614459,0.001640803,0.0008821022,0.0008140588,0.0001164947,0.0005059726,0.0001419358],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002361305,"about_ca_system_score_gemma":0.0009004746,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003037152,"about_ca_topic_score_gemma":0.00001518206,"domain_scores_codex":[0.996217,0.0004032118,0.0004752719,0.0008057035,0.001050759,0.001048092],"domain_scores_gemma":[0.997663,0.0006191527,0.0001109177,0.0005524681,0.0007394261,0.0003150223],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002159957,0.0004437226,0.006164748,0.0005431509,0.0002837446,0.0008771715,0.3448638,0.000007678218,0.1480042,0.08201858,0.03088446,0.3856927],"study_design_scores_gemma":[0.005650868,0.003692047,0.1241202,0.007380385,0.0001450156,0.001596893,0.7477282,0.0009242158,0.0459445,0.02423578,0.03575664,0.002825157],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9705489,0.0008992433,0.0003210766,0.008998389,0.00141411,0.000337431,0.000009760633,0.00008238161,0.01738873],"genre_scores_gemma":[0.987353,0.0001621282,0.002754674,0.0002586413,0.000156784,0.00004858847,0.0000124902,0.00003905179,0.009214658],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4028644,"threshold_uncertainty_score":0.7652086,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2067316683","doi":"10.1598/rrq.45.4.4","title":"Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn","year":2010,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Thames Valley Children's Centre; Western University","funders":"","keywords":"Argument (complex analysis); Mathematics education; Teaching method; Psychology; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.06365108727258365,"gpt":0.4861621859949447,"spread":0.422511098722361,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008879327,0.00007843281,0.0001084774,0.0003212028,0.00178252,0.0007300508,0.0002884959,0.00007302263,0.00001573031],"category_scores_gemma":[0.00214674,0.00008612215,0.00002508899,0.0002247271,0.00005691129,0.0002075849,0.0000344271,0.0003301526,0.00003154838],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001378763,"about_ca_system_score_gemma":0.0001112305,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002021158,"about_ca_topic_score_gemma":0.003200581,"domain_scores_codex":[0.997808,0.0003011211,0.0001904184,0.0003526401,0.0007766432,0.0005711123],"domain_scores_gemma":[0.9983088,0.0008249998,0.00003508811,0.0001647722,0.0003085528,0.0003577451],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006201299,0.0002176213,0.02012935,0.0001174323,0.00002189698,0.000002652618,0.4097343,0.000001997964,0.03834632,0.03693892,0.01177649,0.482651],"study_design_scores_gemma":[0.001201464,0.002547656,0.03213994,0.001102922,0.00002294864,0.000007502737,0.6226875,0.0002445929,0.00139835,0.008073998,0.3297362,0.0008369984],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9848271,0.000006357805,0.0002952236,0.007644734,0.0002086102,0.000877616,0.000005798398,0.00008360589,0.006050947],"genre_scores_gemma":[0.9907569,0.000001860694,0.00323661,0.00008544444,0.0009480238,0.0002544293,0.000007339855,0.00001674671,0.004692598],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.481814,"threshold_uncertainty_score":0.999517,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3015724012","doi":"10.1002/rrq.312","title":"Pluriversal Literacies: Affect and Relationality in Vulnerable Times","year":2020,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Economic and Social Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Sociology; Sociocultural evolution; Literacy; Critical literacy; Pedagogy; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.08210068595881978,"gpt":0.4374578562524066,"spread":0.3553571702935868,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001805128,0.00005807795,0.00009898422,0.00009360002,0.0005722019,0.0001676416,0.0001503643,0.00006653133,0.0001418938],"category_scores_gemma":[0.0006755748,0.00004806966,0.0000261375,0.0005507973,0.0003482116,0.0003371203,0.00002064644,0.0003417672,0.00009892763],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001624305,"about_ca_system_score_gemma":0.0002363307,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009072689,"about_ca_topic_score_gemma":0.0004372539,"domain_scores_codex":[0.9983236,0.0004243757,0.0001255462,0.0001972069,0.0005360835,0.0003932138],"domain_scores_gemma":[0.9990183,0.0005370676,0.00002248828,0.00007038406,0.0001116221,0.0002401083],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00006095375,0.00008617513,0.02398977,0.00007188933,0.00002058991,0.00001475842,0.3568815,0.0000252995,0.0003414534,0.57985,0.0253675,0.01329013],"study_design_scores_gemma":[0.001172765,0.001240835,0.1418734,0.0002712282,0.000008804705,0.000005389358,0.1785668,0.002490421,0.00006647739,0.223592,0.4501317,0.0005801892],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8654406,0.0002588851,0.000008552275,0.04574034,0.00007434614,0.0002571052,0.000009038802,0.00003769418,0.08817341],"genre_scores_gemma":[0.9962119,0.00005233384,0.00008922007,0.000187272,0.0002653189,0.00001000473,0.000005595485,0.000004582972,0.003173794],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4247642,"threshold_uncertainty_score":0.997526,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2006392742","doi":"10.1598/rrq.36.4.6","title":"The Role of Knowledge in Early Literacy","year":2001,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":59,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"University of Cambridge; McGill University; Princeton University; U.S. Department of Education","keywords":"Comprehension; Literacy; Reading comprehension; Adult literacy; Sociology; Odds; Psychology; Pedagogy; Reading (process); Linguistics; Philosophy; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.03654070737238409,"gpt":0.4078192068284299,"spread":0.3712784994560459,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003188812,0.0001312477,0.0002068785,0.0005031542,0.0002272115,0.0001509901,0.0005396907,0.00009802246,0.0001301463],"category_scores_gemma":[0.00009394017,0.00009616475,0.00006624326,0.001033834,0.0001853172,0.0001686558,0.00003491876,0.000565459,0.0009483272],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001199751,"about_ca_system_score_gemma":0.00008346369,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0011089,"about_ca_topic_score_gemma":0.00007415995,"domain_scores_codex":[0.997186,0.0007184521,0.0004845691,0.0003475342,0.0004108774,0.0008525808],"domain_scores_gemma":[0.9973371,0.001606258,0.00006840402,0.0005914497,0.0002672154,0.0001295727],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002024543,0.0002483244,0.1174502,0.00001225694,0.00004092082,0.00006085082,0.1110162,1.885636e-7,0.001248383,0.02830997,0.001418856,0.7399914],"study_design_scores_gemma":[0.0009458614,0.001129809,0.4761964,0.0003494823,0.000004246599,0.00005920477,0.0131901,0.0001714237,0.0003906764,0.01713855,0.4901493,0.0002750214],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.86307,0.001842484,0.00001335116,0.0001792813,0.0002170894,0.0002322878,0.000001842797,0.00002932135,0.1344143],"genre_scores_gemma":[0.9792966,0.00005167912,0.00007232006,0.000005917068,0.0001242529,0.0001115674,0.000003174761,0.00002341767,0.02031111],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7397164,"threshold_uncertainty_score":0.9998295,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2983930248","doi":"10.1002/rrq.289","title":"Automaticity and Control: How Do Executive Functions and Reading Fluency Interact in Predicting Reading Comprehension?","year":2019,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":55,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"York University","keywords":"Fluency; Reading (process); Reading comprehension; Psychology; Cognitive psychology; Executive functions; Automaticity; Comprehension; Cognition; Verbal fluency test; Vocabulary; Linguistics; Neuropsychology; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.02938925979592103,"gpt":0.354514850138464,"spread":0.3251255903425429,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.003172791,0.0003434133,0.0006188539,0.001143344,0.0004177361,0.0005732354,0.0002510867,0.0002231648,0.0001376205],"category_scores_gemma":[0.0003599219,0.0003207555,0.00006617383,0.0007028953,0.0002132537,0.0006504419,0.00008722523,0.001201598,0.0001994496],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002922535,"about_ca_system_score_gemma":0.00007246654,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006775232,"about_ca_topic_score_gemma":0.00002512456,"domain_scores_codex":[0.99573,0.001036148,0.0006061448,0.0009113483,0.0005743639,0.001142007],"domain_scores_gemma":[0.9956685,0.003017702,0.0001755422,0.0005592576,0.000246141,0.0003328562],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0004874159,0.0002446883,0.7855284,0.0003111806,0.0002975842,0.0001844835,0.1118324,0.000005960064,0.01811167,0.006183915,0.003035788,0.07377656],"study_design_scores_gemma":[0.006095691,0.002733261,0.8658432,0.004070252,0.00006161383,0.0005594721,0.1011472,0.01078471,0.0001701042,0.002906995,0.004530468,0.001097065],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9814333,0.0002900895,0.0003725452,0.0006476303,0.0005455547,0.0009694136,0.00001966873,0.000166984,0.01555476],"genre_scores_gemma":[0.9937618,0.00002240766,0.0003832445,0.00005156676,0.0001182941,0.000134055,0.00001669931,0.00005443226,0.005457509],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08031483,"threshold_uncertainty_score":0.9999245,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1988939986","doi":"10.1598/rrq.44.2.2","title":"The Dimensionality of Phonological Abilities in Greek","year":2009,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":50,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Rasch model; Phonological awareness; Orthography; Construct validity; Scale (ratio); Cognitive psychology; Developmental psychology; Linguistics; Literacy; Psychometrics; Reading (process)","retraction":null,"screen_n_in":null,"score":{"opus":0.07381013224796533,"gpt":0.4177407468599912,"spread":0.3439306146120258,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004096174,0.0001035882,0.0002036415,0.0002031461,0.0001901795,0.00005345021,0.0003555384,0.00009608109,0.0001349308],"category_scores_gemma":[0.0002656989,0.00006660967,0.00005924799,0.0004316788,0.0003271708,0.00006835261,0.0000178649,0.0004908547,0.0001523592],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00011056,"about_ca_system_score_gemma":0.0000639706,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004189467,"about_ca_topic_score_gemma":0.00003070873,"domain_scores_codex":[0.9973289,0.0007840894,0.0004389486,0.000315567,0.0004975549,0.0006348743],"domain_scores_gemma":[0.9971965,0.002037095,0.00005442279,0.0004713688,0.0001568591,0.00008378843],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0007460052,0.0008013899,0.03391693,0.00003069817,0.00006446809,0.0003092015,0.06383356,0.000002266238,0.004047534,0.23584,0.01110318,0.6493048],"study_design_scores_gemma":[0.000668421,0.001934458,0.8548126,0.0001358475,0.000002360377,0.00006156883,0.009885944,0.00004560886,0.0002143815,0.1175439,0.0145092,0.0001857341],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9733322,0.0003539705,0.00001218657,0.002090691,0.0001665699,0.0002169257,0.000002583949,0.00002898453,0.02379585],"genre_scores_gemma":[0.9960837,0.00001417459,0.0001160938,0.00004120803,0.00004726838,0.0000358226,0.000003243479,0.000006043741,0.003652454],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8208957,"threshold_uncertainty_score":0.2716264,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3013212602","doi":"10.1002/rrq.306","title":"The Capaciousness of No: Affective Refusals as Literacy Practices","year":2020,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Posthumanist Ethics and Activism","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Centre of Excellence for Coherent X-Ray Science, Australian Research Council; Arts and Humanities Research Council; British Academy","keywords":"Affect (linguistics); Literacy; Feeling; Silence; Psychology; Normative; Gesture; Humanism; Social psychology; Cognitive psychology; Aesthetics; Epistemology; Pedagogy; Linguistics; Communication; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.1268269760009444,"gpt":0.4858600084205216,"spread":0.3590330324195772,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.006471785,0.00009325961,0.0001705221,0.00006883896,0.001698601,0.0005790564,0.0006448964,0.0001068429,0.00006947865],"category_scores_gemma":[0.008836242,0.00006739522,0.00007347389,0.0005293551,0.0009422959,0.0005965985,0.00004114775,0.000775832,0.0003786647],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001001181,"about_ca_system_score_gemma":0.0004955615,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006691114,"about_ca_topic_score_gemma":0.0005541885,"domain_scores_codex":[0.9958258,0.001854176,0.0002081068,0.0002856547,0.001258139,0.0005681248],"domain_scores_gemma":[0.992065,0.006169429,0.0002762545,0.0002524736,0.001001211,0.0002355939],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002540942,0.0001374132,0.0004845427,0.0001063256,0.00009785125,0.00004753788,0.5021801,2.584243e-7,0.02592194,0.4068179,0.003714199,0.06023784],"study_design_scores_gemma":[0.0005681099,0.004682472,0.001162587,0.000326478,0.00002501072,0.00000472802,0.1218217,0.0002558747,0.005960096,0.1038001,0.760954,0.0004387257],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7592162,0.0003016834,0.00003096947,0.03406413,0.0002381676,0.0006694213,0.00001126203,0.00008070217,0.2053874],"genre_scores_gemma":[0.9972033,0.0001882129,0.00003815605,0.000104131,0.0004739349,0.00003019361,0.00000131833,0.00001481652,0.00194592],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7572398,"threshold_uncertainty_score":0.9999234,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2309039982","doi":"10.1002/rrq.139","title":"First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners","year":2016,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":38,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Fluency; Phonological awareness; Psychology; Reading (process); Literacy; Longitudinal study; Cognition; Linguistics; Rhyme; Phonemic awareness; Learning to read; Word recognition; Metalinguistics; Developmental psychology; Vocabulary development; Mathematics education; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.02746109466916409,"gpt":0.3755733998113228,"spread":0.3481123051421587,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002722217,0.0002653682,0.0004293401,0.001207042,0.0001294124,0.0001041923,0.0005789167,0.0001925258,0.002714596],"category_scores_gemma":[0.0002799173,0.0001973537,0.0001254134,0.000846336,0.0002764161,0.0004162795,0.00005785154,0.0005689941,0.000654325],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000322102,"about_ca_system_score_gemma":0.0001026263,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001534478,"about_ca_topic_score_gemma":0.0005371681,"domain_scores_codex":[0.9959648,0.0005955698,0.0007337403,0.0007446818,0.0007783094,0.001182869],"domain_scores_gemma":[0.9973733,0.001227892,0.0001509187,0.0008173306,0.0001704497,0.0002601093],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003734542,0.0003333476,0.5259075,0.0002018694,0.0001729465,0.0006846061,0.351234,7.730451e-7,0.02155586,0.001429005,0.004585875,0.09352085],"study_design_scores_gemma":[0.003585105,0.001998428,0.9472728,0.002258859,0.00001723051,0.0001948308,0.0349224,0.00004378709,0.002865759,0.0004558975,0.005669477,0.0007154098],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9816698,0.0004721924,0.0001140524,0.0002926016,0.0005348588,0.000372604,0.00003893876,0.00008269989,0.01642229],"genre_scores_gemma":[0.9664809,0.00001683857,0.0001941287,0.00001096815,0.0002258834,0.0001129311,0.00001541771,0.00005128486,0.03289171],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4213654,"threshold_uncertainty_score":0.9981971,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3110540817","doi":"10.1002/rrq.362","title":"Determinants of Word‐Reading Development in English Learner University Students: A Longitudinal Eye Movement Study","year":2020,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"McMaster University","funders":"","keywords":"Psychology; Vocabulary; Vocabulary development; Phonological awareness; Word recognition; Reading comprehension; Reading (process); Eye movement; Linguistics; Word processing; Cognition; Literacy; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.07081546507337637,"gpt":0.3959614170325909,"spread":0.3251459519592145,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.003221869,0.000289623,0.0005860013,0.0007925779,0.0002408937,0.0001224203,0.0009521857,0.0001216914,0.0002832341],"category_scores_gemma":[0.0002080972,0.0002969154,0.00007891285,0.001375404,0.0001208231,0.000262288,0.0002178169,0.000749242,0.0002327105],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005193216,"about_ca_system_score_gemma":0.0002007711,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006715519,"about_ca_topic_score_gemma":0.0001903353,"domain_scores_codex":[0.994965,0.0009043303,0.0008065412,0.0009298401,0.001370469,0.001023868],"domain_scores_gemma":[0.9982501,0.0003804056,0.0001764092,0.0004617127,0.0003680748,0.0003633566],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003752491,0.001004369,0.7477142,0.00006000069,0.0001237902,0.0006062042,0.2180454,0.000003413758,0.000167011,0.0001300393,0.0004264413,0.03134388],"study_design_scores_gemma":[0.002677806,0.001752049,0.8867675,0.0003217048,0.0000154686,0.000001920376,0.1027468,0.00004583947,0.0002644463,0.00002531157,0.005021823,0.0003593502],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9955627,0.00004014193,0.00005060941,0.00008278109,0.0002322011,0.0009494672,0.000005086208,0.00008190398,0.002995056],"genre_scores_gemma":[0.9955558,0.000005031809,0.0003252309,0.00002912342,0.00009983356,0.00004721751,0.00000658324,0.00003748106,0.003893689],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1390533,"threshold_uncertainty_score":0.9999483,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1546053610","doi":"10.1002/rrq.70","title":"Supporting Change in Literacy Instruction in Malawi","year":2014,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":34,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"University of Oxford; McGill University","keywords":"Coaching; Literacy; Psychology; Pedagogy; Intervention (counseling); Perception; Humanities; Art; Psychotherapist","retraction":null,"screen_n_in":null,"score":{"opus":0.07172176611854,"gpt":0.45551904966948,"spread":0.38379728355094,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005110445,0.0001639375,0.0002705913,0.001430339,0.0001022702,0.0001646404,0.0002850413,0.0001530985,0.0003704688],"category_scores_gemma":[0.0001883782,0.0001644665,0.00004421672,0.001074894,0.00007095536,0.0004557436,0.00003013616,0.0007945872,0.0006663254],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002746688,"about_ca_system_score_gemma":0.00003587267,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002965205,"about_ca_topic_score_gemma":0.0002049036,"domain_scores_codex":[0.9963377,0.0008843458,0.0006077749,0.000569057,0.0004524013,0.001148797],"domain_scores_gemma":[0.9987317,0.0004997157,0.00009126728,0.000423845,0.0001044356,0.0001490343],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00007510645,0.0001190546,0.249853,0.00004767886,0.000007716808,0.0001248954,0.07820681,5.208511e-7,0.0003553804,0.006961738,0.0003546576,0.6638935],"study_design_scores_gemma":[0.001988448,0.0008053068,0.9544621,0.000663208,0.000002059428,0.0001074459,0.004025817,0.001407062,0.00008576507,0.004994888,0.03107175,0.0003861581],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9785947,0.0000647355,0.00005869488,0.000501387,0.0004719113,0.0003881362,0.000001735257,0.00005901948,0.01985974],"genre_scores_gemma":[0.9963347,0.000005305867,0.000419485,0.00008009608,0.0003234691,0.0003054398,0.00002009879,0.00003199772,0.002479433],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7046091,"threshold_uncertainty_score":0.8564487,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3087164176","doi":"10.1002/rrq.344","title":"When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities","year":2020,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":33,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Lakehead University","keywords":"Reading comprehension; Comprehension; Reading (process); Psychology; Knowledge level; Think aloud protocol; Mathematics education; Computer science; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1267643251947146,"gpt":0.4036361440174629,"spread":0.2768718188227483,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.001378875,0.0002625514,0.0004157728,0.000534654,0.0002785063,0.0004670979,0.0002463594,0.0001957788,0.0002398318],"category_scores_gemma":[0.0001035225,0.0002475238,0.00006238479,0.0005294601,0.0001793266,0.0004958658,0.00008168074,0.0009292074,0.0004548582],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002106175,"about_ca_system_score_gemma":0.0000737174,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005725388,"about_ca_topic_score_gemma":0.0001240791,"domain_scores_codex":[0.9963593,0.001031316,0.0003750643,0.0007750668,0.0005174018,0.0009417907],"domain_scores_gemma":[0.9983677,0.0006295705,0.00009261131,0.0003716776,0.0001328199,0.0004056804],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0008541578,0.0006431874,0.01872921,0.0006157375,0.0002024039,0.0003693946,0.5532133,0.000001431119,0.05290484,0.00241324,0.1017047,0.2683484],"study_design_scores_gemma":[0.008227721,0.009120109,0.4334438,0.002684792,0.00004813997,0.0002522703,0.3424708,0.002342105,0.0004900595,0.002116924,0.1969943,0.001808917],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9812736,0.0004961294,0.00007713172,0.006957447,0.0003015493,0.0004330626,0.000006650973,0.00009835344,0.01035608],"genre_scores_gemma":[0.9866496,0.00005957028,0.0001519215,0.0001077891,0.0002687603,0.0000472868,0.00003763652,0.00004970682,0.01262775],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4147146,"threshold_uncertainty_score":0.9999977,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2982549819","doi":"10.1002/rrq.279","title":"Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses","year":2019,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Economic and Social Research Council","keywords":"Psychology; Comprehension; Reading comprehension; Reading (process); Linguistics; Mathematics education; Syntax; Socioeconomic status; Population","retraction":null,"screen_n_in":null,"score":{"opus":0.08620654445574574,"gpt":0.4136968686712713,"spread":0.3274903242155256,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004300085,0.0002340145,0.0005122923,0.0007286938,0.000407414,0.0001925173,0.0006196612,0.0001296279,0.00006148618],"category_scores_gemma":[0.0007305077,0.0001870907,0.0000671745,0.0009911091,0.000341777,0.000242652,0.0001194448,0.0007618989,0.00007525956],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003536753,"about_ca_system_score_gemma":0.000154777,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001808736,"about_ca_topic_score_gemma":0.00004561699,"domain_scores_codex":[0.9940552,0.002642915,0.0007274713,0.0005849182,0.001464594,0.0005249002],"domain_scores_gemma":[0.9964285,0.00118623,0.0004405616,0.0008126753,0.001003271,0.0001287397],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00246376,0.0006957747,0.8986962,0.0003712855,0.0002536286,0.00004339068,0.04579533,0.00003121445,0.04192636,0.003114237,0.00007332698,0.006535459],"study_design_scores_gemma":[0.001516243,0.002855774,0.9785057,0.001158075,0.00002959964,0.00006156348,0.01429708,0.00006173027,0.0005015767,0.0006564195,0.0001610795,0.0001951434],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9964281,0.0001648512,0.00001945894,0.00008592311,0.0009478969,0.001171019,0.00000460011,0.0000781998,0.001099943],"genre_scores_gemma":[0.9976687,0.00001619683,0.0002760153,0.000008343835,0.0001628356,0.00005063231,0.00001339696,0.0000316123,0.001772219],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07980949,"threshold_uncertainty_score":0.7629339,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2744221549","doi":"10.1002/rrq.199","title":"“I'll Show You How to Write My Name”: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment","year":2017,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Waterloo; Concordia University","funders":"","keywords":"Spelling; Literacy; Vocabulary; Psychology; Reading (process); Sibling; Meaning (existential); Developmental psychology; Naturalism; Vocabulary development; Reading comprehension; Linguistics; Teaching method; Mathematics education; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.04528609023466993,"gpt":0.3963314419727436,"spread":0.3510453517380736,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.007574001,0.0002612734,0.0003516831,0.0004022692,0.002112888,0.001408037,0.001692345,0.0001278476,0.0001022595],"category_scores_gemma":[0.001101638,0.0001607868,0.0001307947,0.0002160282,0.000229783,0.0003536862,0.0002124303,0.001231811,0.0006641459],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003053805,"about_ca_system_score_gemma":0.00005212787,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006254531,"about_ca_topic_score_gemma":0.00002267935,"domain_scores_codex":[0.9956255,0.001111321,0.0004561794,0.0006606271,0.001068596,0.001077796],"domain_scores_gemma":[0.9957596,0.001532605,0.000221052,0.001937695,0.0002514727,0.0002975889],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0005909403,0.0002997849,0.01448607,0.00007093228,0.0003745193,0.000120355,0.2123334,0.00004438893,0.01272969,0.02980763,0.03071994,0.6984223],"study_design_scores_gemma":[0.001642277,0.002508763,0.2307351,0.0012806,0.00006501159,0.0001004696,0.01376454,0.0009218291,0.0008828661,0.002608469,0.7445899,0.0009001333],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9519714,0.0004187988,0.002953129,0.03854093,0.0009313781,0.001427917,0.00004741994,0.00005286744,0.003656134],"genre_scores_gemma":[0.9889693,0.00001320288,0.0005701761,0.000238462,0.0004963983,0.0002437995,0.00002568696,0.00003755839,0.009405471],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.71387,"threshold_uncertainty_score":0.9996286,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2158418180","doi":"10.1598/rrq.35.1.5","title":"How Will Literacy Be Defined in the New Millennium?","year":2000,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Snippet; Literacy; Diversity (politics); Mathematics education; Critical literacy; Psychology; Pedagogy; Sociology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.0541537419797854,"gpt":0.3880990483623227,"spread":0.3339453063825373,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.002609528,0.0002363033,0.0002721353,0.0005185992,0.0002687945,0.0007987434,0.0008458312,0.0001591111,0.001939352],"category_scores_gemma":[0.0001102876,0.0001687839,0.0001006575,0.001132271,0.0001249908,0.0004803419,0.00001648571,0.0009505149,0.00107314],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001404202,"about_ca_system_score_gemma":0.0001255777,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001205171,"about_ca_topic_score_gemma":0.00005319699,"domain_scores_codex":[0.9958574,0.001083663,0.00037947,0.0006229182,0.0008521965,0.001204368],"domain_scores_gemma":[0.9974554,0.001248294,0.00004587568,0.0009088537,0.0001067861,0.0002347889],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001725711,0.000190492,0.001666524,0.00001896436,0.00004031504,0.0002904948,0.1393099,6.17336e-7,0.0002241806,0.006560242,0.2086655,0.6428601],"study_design_scores_gemma":[0.001045092,0.0007341,0.02191471,0.0001552098,0.000005541964,0.0001250074,0.005586827,0.00003705323,0.0000267159,0.002980025,0.9671124,0.0002773132],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8622962,0.001521488,0.00008081872,0.03833733,0.0003452113,0.0007641303,0.00001103645,0.0001167395,0.09652708],"genre_scores_gemma":[0.853529,0.00008949445,0.0005297537,0.0005340637,0.0003899857,0.0001392423,0.00003016363,0.00003802393,0.1447203],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7584469,"threshold_uncertainty_score":0.9997047,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3154768473","doi":"10.1002/rrq.397","title":"Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension","year":2021,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Reading (process); Reading comprehension; Sentence; Comprehension; Relation (database); Field (mathematics); Psychology; Computer science; Reading motivation; Mathematics education; Cognitive psychology; Linguistics; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.1210654629069436,"gpt":0.4455063882121075,"spread":0.3244409253051639,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006882152,0.0002122206,0.0004493172,0.0008108664,0.0006916618,0.0002674293,0.0009818361,0.000120567,0.00006423655],"category_scores_gemma":[0.0006056702,0.00016398,0.0001394599,0.001794887,0.0005737903,0.0009064599,0.0001697275,0.0003873284,0.00003275174],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002210685,"about_ca_system_score_gemma":0.000726954,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005750375,"about_ca_topic_score_gemma":0.000006849588,"domain_scores_codex":[0.9952835,0.0002158791,0.001290665,0.0004460918,0.001873224,0.0008906275],"domain_scores_gemma":[0.9947438,0.001289711,0.0004928818,0.0009057667,0.002394267,0.000173601],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.0008396772,0.0006415732,0.09796903,0.001174213,0.0004977523,0.00004850523,0.4316191,0.00002500321,0.1447618,0.05809544,0.007052423,0.2572755],"study_design_scores_gemma":[0.00691213,0.005040957,0.2734255,0.00668773,0.0001770993,0.0006464006,0.3150391,0.007153824,0.3335769,0.0103504,0.03917731,0.001812723],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9936946,0.00007732804,0.001827508,0.0004173407,0.0005793205,0.0006891284,0.00006570523,0.00003438158,0.002614667],"genre_scores_gemma":[0.996898,0.00002573801,0.001566974,0.00006338776,0.00005992235,0.000108213,0.00005136207,0.00001976419,0.001206647],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2554628,"threshold_uncertainty_score":0.6686909,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1984129771","doi":"10.1598/rrq.46.2.5","title":"Issues in Second‐Language Reading: Implications for Acquisition and Instruction","year":2011,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Reading (process); Humanities; Reading comprehension; Psychology; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.07792822985849499,"gpt":0.4213477156598346,"spread":0.3434194858013396,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001424358,0.0001287627,0.0001838003,0.0006537647,0.0002039196,0.00008977613,0.0001690842,0.0001293742,0.0003611711],"category_scores_gemma":[0.00005099076,0.0001285087,0.00003639383,0.0003793897,0.0001051908,0.0002514769,0.00001691155,0.0002632756,0.00009202591],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001232228,"about_ca_system_score_gemma":0.00003166336,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006805456,"about_ca_topic_score_gemma":0.00007069106,"domain_scores_codex":[0.9983071,0.0002114512,0.000322219,0.0004659298,0.0001432834,0.0005500243],"domain_scores_gemma":[0.9990467,0.0002727627,0.00006031894,0.000359464,0.0001329136,0.0001277772],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0003727336,0.0002435264,0.06057329,0.000147491,0.00008612766,0.00002695324,0.3712574,6.259504e-8,0.01616337,0.1086855,0.007574277,0.4348693],"study_design_scores_gemma":[0.001564396,0.001183216,0.9304919,0.0001860636,0.000009347023,0.0001200657,0.02459296,0.00003466627,0.00156219,0.03087062,0.00903913,0.0003453913],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9800165,0.0002464972,0.0002908943,0.0004038805,0.0001959953,0.000560492,0.00002203993,0.00007191887,0.01819173],"genre_scores_gemma":[0.9910112,0.00001387597,0.002032348,0.00003342753,0.0001367194,0.0004637604,0.00004021937,0.00002730803,0.006241125],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8699186,"threshold_uncertainty_score":0.5240435,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3154245982","doi":"10.1002/rrq.400","title":"How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects","year":2021,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Dalhousie University","funders":"","keywords":"Reading comprehension; Linguistics; Syntax; Reading (process); Comprehension; Sentence; Psychology; Language transfer; Metalinguistic awareness; Comprehension approach; Computer science; Language education","retraction":null,"screen_n_in":null,"score":{"opus":0.03512616220468784,"gpt":0.3983161741334155,"spread":0.3631900119287276,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.002177333,0.000419041,0.0006217654,0.0008883835,0.0005090082,0.001101789,0.0003467423,0.0002812798,0.00004569456],"category_scores_gemma":[0.001564489,0.000370837,0.000104321,0.001352104,0.0002845551,0.0003871015,0.00008289093,0.001482326,0.00006711065],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002796428,"about_ca_system_score_gemma":0.000293871,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005156025,"about_ca_topic_score_gemma":0.0001716016,"domain_scores_codex":[0.9946238,0.001457511,0.0005031428,0.001255968,0.0009269416,0.001232587],"domain_scores_gemma":[0.9945911,0.003645909,0.0001277,0.0008685834,0.0003821196,0.0003846028],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.000940714,0.001001217,0.3529007,0.001277596,0.0004315724,0.01387581,0.5160773,0.00004672979,0.02082181,0.008666562,0.001148099,0.08281196],"study_design_scores_gemma":[0.01234611,0.0051694,0.7847861,0.007198146,0.00007725992,0.001487567,0.1630136,0.001841112,0.01203966,0.004556409,0.004471448,0.003013217],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.993547,0.0005870945,0.00006682313,0.0005527061,0.001498618,0.0004858004,0.00000790258,0.0001581531,0.003095967],"genre_scores_gemma":[0.9938768,0.00001688602,0.000423508,0.000100196,0.000406016,0.00009367458,0.00005069005,0.00008095842,0.004951273],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4318855,"threshold_uncertainty_score":0.9999352,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2759664057","doi":"10.1002/rrq.205","title":"Different Measures of Print Exposure Predict Different Aspects of Vocabulary","year":2017,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Vocabulary; Checklist; Psychology; Reading (process); Developmental psychology; Nonverbal communication; Vocabulary development; Exploratory factor analysis; Mathematics education; Linguistics; Cognitive psychology; Teaching method; Psychometrics","retraction":null,"screen_n_in":null,"score":{"opus":0.09636295835396823,"gpt":0.3895887494327263,"spread":0.293225791078758,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001677038,0.0002692979,0.0006232652,0.0004563043,0.0003627146,0.0001397972,0.001091877,0.000181654,0.0002450603],"category_scores_gemma":[0.0003000947,0.0002039997,0.0001827797,0.000111135,0.0004551306,0.000136952,0.0001250523,0.0005950129,0.00005829499],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001253697,"about_ca_system_score_gemma":0.00009024808,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000460339,"about_ca_topic_score_gemma":0.00004425463,"domain_scores_codex":[0.996057,0.0005820708,0.0007179599,0.0005693298,0.001293886,0.0007797129],"domain_scores_gemma":[0.9966609,0.0004729453,0.0003813964,0.001822944,0.0004020013,0.0002598115],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009430875,0.002174749,0.4286517,0.0007370927,0.001144921,0.0002209546,0.05827894,0.000001664057,0.0811137,0.05279664,0.003956406,0.3699801],"study_design_scores_gemma":[0.001144968,0.002345072,0.9719003,0.000733211,0.00002447775,0.00001896075,0.001438618,0.00002858737,0.0171704,0.003792388,0.001167261,0.0002358038],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9656069,0.0003223411,0.000235795,0.000264141,0.0005684373,0.0004978146,0.00002201399,0.00004598993,0.03243655],"genre_scores_gemma":[0.9967855,0.00002849823,0.00007287638,0.00000458986,0.0001665426,0.0001016002,0.00001196219,0.00003946582,0.002789003],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5432485,"threshold_uncertainty_score":0.8318866,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2607695438","doi":"10.1002/rrq.189","title":"Reading‐Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill","year":2017,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"SickKids Foundation; Hospital for Sick Children; University of Toronto; Brock University","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Neurological Disorders and Stroke","keywords":"Psychology; Attribution; Reading (process); Fluency; Reading comprehension; Phonological awareness; Developmental psychology; Cognition; Cognitive psychology; Social psychology; Literacy; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.03730186007627131,"gpt":0.4042756473165739,"spread":0.3669737872403026,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.003377546,0.0004093577,0.0005635941,0.0006725139,0.002892805,0.001234026,0.0008614223,0.0005575552,0.0001640144],"category_scores_gemma":[0.0004832999,0.0003536522,0.0001063104,0.0003735103,0.0006958339,0.0006512448,0.00009664524,0.001509537,0.0002386341],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003611245,"about_ca_system_score_gemma":0.0001842295,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009220961,"about_ca_topic_score_gemma":0.0001902779,"domain_scores_codex":[0.9955222,0.0003665368,0.0006169939,0.001163807,0.0006645604,0.001665919],"domain_scores_gemma":[0.9958422,0.001288684,0.0003109235,0.001440896,0.0006138851,0.0005034618],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.002571762,0.001317977,0.2132483,0.0009865073,0.003154187,0.001542465,0.1351482,0.00001367463,0.0119765,0.2605857,0.0667048,0.3027499],"study_design_scores_gemma":[0.01878167,0.01384473,0.7480108,0.005633341,0.0004810074,0.002496107,0.02188265,0.005853911,0.001339632,0.02778167,0.1490922,0.004802312],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.973753,0.0001701413,0.00309513,0.004906063,0.0007486579,0.00168326,0.0001463227,0.0002882699,0.01520917],"genre_scores_gemma":[0.9679033,0.0000255749,0.001821713,0.00003046044,0.0001721303,0.0004839353,0.0001624388,0.0001017223,0.0292987],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5347625,"threshold_uncertainty_score":0.9998915,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2905973569","doi":"10.1002/rrq.240","title":"Preservice Teacher Knowledge, Print Exposure, and Planning for Instruction","year":2018,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Reading (process); Mathematics education; Knowledge level; Lesson plan; Relation (database); Language arts; Literacy; Plan (archaeology); Pedagogy; Developmental psychology; Computer science; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.08768900833088598,"gpt":0.4391027739527477,"spread":0.3514137656218617,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002073267,0.0001516536,0.0001845018,0.0003938413,0.0004332979,0.000183918,0.0002395907,0.000146273,0.0001515614],"category_scores_gemma":[0.0001379535,0.0001380734,0.00003717951,0.0003177973,0.000188134,0.0001833315,0.00004460026,0.0003538947,0.0002689486],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009708666,"about_ca_system_score_gemma":0.00005873319,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001424741,"about_ca_topic_score_gemma":0.00001745171,"domain_scores_codex":[0.99792,0.0003061336,0.0002928536,0.0005369089,0.0002576662,0.0006864698],"domain_scores_gemma":[0.9985014,0.0004112379,0.0000569917,0.0003926639,0.0004519803,0.000185778],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0007940799,0.0002486697,0.03188877,0.00022858,0.0002074977,0.00001728797,0.2119778,2.89312e-7,0.002709523,0.012324,0.03187257,0.7077309],"study_design_scores_gemma":[0.004988617,0.008977447,0.3665583,0.0009374119,0.00003538275,0.00019878,0.03378955,0.001209034,0.001739753,0.01297826,0.5676305,0.0009569156],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9446777,0.000340427,0.0008492718,0.0001546053,0.000737862,0.0005274936,0.0000037898,0.0001029277,0.0526059],"genre_scores_gemma":[0.9781987,0.000002801557,0.001631093,0.00001753805,0.001072214,0.0002906344,0.000009766247,0.0000369509,0.01874032],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.706774,"threshold_uncertainty_score":0.5630472,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2136227657","doi":"10.1598/rrq.43.2.2","title":"The Influence of Reading Skills on the Missing‐Letter Effect Among Elementary School Students","year":2008,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Moncton; Dalhousie University","funders":"","keywords":"Psychology; Reading comprehension; Reading (process); Humanities; Disengagement theory; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02478861075547189,"gpt":0.3828286074422796,"spread":0.3580399966868077,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006277562,0.000283935,0.0003261784,0.0003395309,0.001445201,0.0002459655,0.001380799,0.0001204042,0.0001923534],"category_scores_gemma":[0.0005607108,0.0001599672,0.0001355108,0.0006470312,0.0006908054,0.000199656,0.00009033845,0.001167484,0.0008444709],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003197493,"about_ca_system_score_gemma":0.00009821024,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005464904,"about_ca_topic_score_gemma":0.00000781468,"domain_scores_codex":[0.9939418,0.00198416,0.0006528925,0.000571325,0.001736062,0.001113697],"domain_scores_gemma":[0.9922331,0.005957006,0.000192688,0.001161519,0.0002136008,0.0002421142],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0005818143,0.0004499122,0.6977515,0.00009125378,0.0007129307,0.0004556662,0.05242547,0.00002133571,0.007424139,0.001956914,0.1787717,0.05935737],"study_design_scores_gemma":[0.001091804,0.002355107,0.965575,0.001185716,0.00002135967,0.00006445066,0.001966332,0.00001975357,0.002537128,0.0008052043,0.02400993,0.0003682008],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9914505,0.0001102511,0.000009583999,0.002300707,0.0002870807,0.0008876637,0.000004780787,0.00005466523,0.004894764],"genre_scores_gemma":[0.9891275,0.00005639049,0.00004716414,0.0004219283,0.0002270038,0.0002687747,0.000005556078,0.00004463529,0.009801029],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2678235,"threshold_uncertainty_score":0.9999335,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4309651990","doi":"10.1002/rrq.489","title":"Print Learning: A Theoretical Framework for the Role of Children's Learning about the Orthography in the Development of Reading Skill","year":2022,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Dalhousie University; Saint Mary's University","funders":"Social Sciences and Humanities Research Council of Canada; Natural Sciences and Engineering Research Council of Canada","keywords":"Orthography; Reading (process); Conceptualization; Learning to read; Psychology; Linguistics; Phonics; Cognitive psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.02506258572083899,"gpt":0.3681515265539288,"spread":0.3430889408330898,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.01558332,0.0002191846,0.0003410824,0.0004825575,0.001664586,0.0001087961,0.001369883,0.0001068215,0.0002565573],"category_scores_gemma":[0.0007401367,0.0001232555,0.0002063975,0.001401334,0.0005714734,0.00005158037,0.000181798,0.002570201,0.00001247455],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000082775,"about_ca_system_score_gemma":0.0001740424,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000104894,"about_ca_topic_score_gemma":0.000007769007,"domain_scores_codex":[0.9937087,0.002759716,0.0008309073,0.0005036006,0.001214065,0.0009830344],"domain_scores_gemma":[0.9900604,0.008721035,0.0002876559,0.0006790346,0.0001803973,0.00007145733],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.0002883711,0.0002439896,0.08028365,0.00002909733,0.0001983287,0.000003746216,0.3001716,0.0001329027,0.0002143399,0.466602,0.00007936549,0.1517526],"study_design_scores_gemma":[0.001334639,0.002971798,0.4733224,0.0005812565,0.00006657244,0.0000930436,0.4079587,0.001146378,0.000762773,0.04408864,0.06706946,0.0006044402],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9882987,0.000690517,0.002411315,0.0008689113,0.0001748385,0.001602118,0.000008392269,0.00004140386,0.005903849],"genre_scores_gemma":[0.9965689,0.00001901877,0.001713045,0.00003517195,0.00008897216,0.001278919,0.00001956386,0.00004245133,0.0002339801],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4225134,"threshold_uncertainty_score":0.9997309,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2945523118","doi":"10.1002/rrq.257","title":"The Role of Awareness of Cross‐Language Suffix Correspondences in Second‐Language Reading Comprehension","year":2019,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Dalhousie University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Suffix; Linguistics; Comprehension; Reading comprehension; Vocabulary; Psychology; Reading (process); Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.02721168960103467,"gpt":0.4066509382764872,"spread":0.3794392486754525,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004111391,0.0001982059,0.0004511873,0.0006559742,0.0001851214,0.0001269796,0.0007571127,0.0001650426,0.0006848547],"category_scores_gemma":[0.0001796693,0.0001494608,0.0001031805,0.0008425672,0.0003456091,0.0002109105,0.00007362288,0.0006236371,0.0002630026],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000115804,"about_ca_system_score_gemma":0.0001660666,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002657759,"about_ca_topic_score_gemma":0.000199578,"domain_scores_codex":[0.9961116,0.0009592326,0.0007789138,0.0005128037,0.0008109569,0.0008264919],"domain_scores_gemma":[0.9953626,0.003109267,0.0002411902,0.0008800031,0.000293815,0.0001131179],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001046977,0.0002587195,0.3395193,0.0002231515,0.0001056176,0.00009357322,0.2849611,0.00001424285,0.2491262,0.00826276,0.0003895772,0.1159988],"study_design_scores_gemma":[0.002802598,0.002477499,0.5631061,0.001840196,0.00001354526,0.00008524547,0.3562264,0.00134903,0.06103918,0.002207571,0.008162185,0.0006904767],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9794248,0.001562447,0.000007834037,0.00003454211,0.0004570036,0.0004745173,0.00001932781,0.00003071194,0.01798887],"genre_scores_gemma":[0.988269,0.00001326282,0.00006551971,0.000007751326,0.00005380043,0.00004531955,0.00001764276,0.00003096307,0.01149677],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2235868,"threshold_uncertainty_score":0.7498679,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2020107345","doi":"10.1598/rrq.35.3.5","title":"What Will Be the Social Implications and Interactions of Schooling in the Next Millennium?","year":2000,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Snippet; Sociology; Mathematics education; Psychology; Pedagogy; Social science; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1143361496561743,"gpt":0.4729241195001972,"spread":0.3585879698440229,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001623071,0.00004821146,0.00007109391,0.00008668697,0.001479973,0.0003905316,0.0003490907,0.00004154159,0.0001031518],"category_scores_gemma":[0.0001016854,0.00002666797,0.00003965036,0.0005981288,0.0005827455,0.0006861234,0.0000108259,0.0003108429,0.00001520438],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009803531,"about_ca_system_score_gemma":0.0001602533,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01514406,"about_ca_topic_score_gemma":0.004011167,"domain_scores_codex":[0.9986868,0.0003344573,0.0001547279,0.0001143218,0.000386715,0.0003229912],"domain_scores_gemma":[0.9990711,0.0005694916,0.00003061318,0.0001431138,0.0001317856,0.00005391694],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001871132,0.0001452382,0.0009090367,0.00001362172,0.00002132757,6.022851e-7,0.5728249,0.000005385221,0.0004312378,0.1883633,0.02492764,0.212339],"study_design_scores_gemma":[0.00009438452,0.00007094618,0.04751091,0.00005618882,0.000004387036,0.000004692536,0.6136642,0.00002809577,0.000004433028,0.01851673,0.3199804,0.00006466691],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8353667,0.0004682554,0.000001026402,0.1483296,0.00008645697,0.0002478043,0.000004797453,0.000007380381,0.01548796],"genre_scores_gemma":[0.9962457,0.001608721,0.00001030848,0.000261962,0.0003138124,0.00004369027,0.00000277292,0.000003776898,0.001509268],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2950527,"threshold_uncertainty_score":0.9998199,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4380682783","doi":"10.1002/rrq.511","title":"Is a <scp>Phone‐Based</scp> Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in <scp>Low‐Resource</scp> Settings?","year":2023,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Jacobs Foundation","keywords":"Pseudoword; Phone; Vocabulary; Literacy; Phonological awareness; Psychology; Resource (disambiguation); Phonemic awareness; Reading (process); Reading comprehension; Comprehension; Applied psychology; Computer science; Pedagogy; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.02177586229239166,"gpt":0.3597768400884219,"spread":0.3380009777960302,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004967805,0.0002403344,0.0004443885,0.001324349,0.0005390322,0.0005223835,0.0004391789,0.0002908491,0.000009124606],"category_scores_gemma":[0.002357841,0.0002421706,0.00007520556,0.002486447,0.0005388389,0.0005369266,0.0001625524,0.0006885524,0.0000410937],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001655102,"about_ca_system_score_gemma":0.0003559218,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001015718,"about_ca_topic_score_gemma":0.0001494196,"domain_scores_codex":[0.996017,0.0003371914,0.000476925,0.000698806,0.001265605,0.001204423],"domain_scores_gemma":[0.9962196,0.002743908,0.000156444,0.0003741734,0.0002127606,0.0002931496],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001411593,0.0003765457,0.4786177,0.0004465794,0.0001401794,0.0002666224,0.3633033,0.000004899559,0.006860622,0.007587611,0.05882035,0.08356147],"study_design_scores_gemma":[0.006226698,0.002184564,0.5499816,0.005960045,0.00006774029,0.00006060923,0.3283812,0.001530745,0.0165083,0.01967308,0.06872956,0.0006958097],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9797199,0.0002934001,0.00002248169,0.001001786,0.00004710353,0.0006412152,0.00003176974,0.0002398178,0.01800246],"genre_scores_gemma":[0.9950369,0.0001394454,0.0007154559,0.00009349098,0.00008973626,0.00005598474,0.00004294025,0.00003889887,0.003787176],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08286566,"threshold_uncertainty_score":0.9875429,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4401625826","doi":"10.1002/rrq.571","title":"White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction","year":2024,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Religious Education and Schools","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Nationalism; Sociology; Literacy; Curriculum; Pedagogy; Context (archaeology); Gender studies; Politics; Political science; Law; History","retraction":null,"screen_n_in":null,"score":{"opus":0.03352049176938976,"gpt":0.4278678091085591,"spread":0.3943473173391694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.002117475,0.00007558485,0.00008964745,0.0008119747,0.0007060652,0.001747929,0.0001108597,0.00008856478,0.0001043853],"category_scores_gemma":[0.0003759801,0.00006819588,0.00002465719,0.001399379,0.000310981,0.0003537406,0.0000167488,0.0003721616,0.00005355306],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001097841,"about_ca_system_score_gemma":0.0002688052,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001040993,"about_ca_topic_score_gemma":0.00008803883,"domain_scores_codex":[0.9981562,0.0003509945,0.0001692104,0.000323354,0.0006569754,0.0003432756],"domain_scores_gemma":[0.9990485,0.0002683205,0.00002231147,0.00009966228,0.0002952449,0.0002660173],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000009465514,0.00003778898,0.0356735,0.0001867418,0.00002872034,0.0000213388,0.1372482,2.706187e-7,0.0002079034,0.2626466,0.09907424,0.4648652],"study_design_scores_gemma":[0.0008072346,0.0008687342,0.0775146,0.001512671,0.00002759648,0.0001507836,0.06616689,0.006315936,0.00006108322,0.2639864,0.5817682,0.0008199291],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9674677,0.00159529,0.00007979326,0.01016437,0.0003227414,0.0003212254,0.000004528926,0.0001140408,0.01993031],"genre_scores_gemma":[0.9949977,0.0003979829,0.0002409796,0.00003311494,0.0005741201,0.0000399814,0.000006921747,0.00001066749,0.003698551],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4826939,"threshold_uncertainty_score":0.9992884,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2098709039","doi":"10.1598/rrq.44.3.5","title":"Shaping New Literacies Research: Extrapolations From a Review of the Handbook of Research on New Literacies","year":2009,"lang":"en","type":"review","venue":"Reading Research Quarterly","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Humanities; Literacy; Sociology; Library science; Art; Pedagogy; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.6055139591330078,"gpt":0.5318540950288034,"spread":0.07365986410420433,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.01052275,0.0005456236,0.001925222,0.002730888,0.001450522,0.001152875,0.002190994,0.0003208892,0.001943451],"category_scores_gemma":[0.003036876,0.0003673699,0.0008511314,0.001982544,0.001589201,0.0007949154,0.0001752122,0.003756802,0.000412337],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005230141,"about_ca_system_score_gemma":0.004442788,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00466507,"about_ca_topic_score_gemma":0.0003403405,"domain_scores_codex":[0.9860142,0.005272059,0.001995948,0.000981017,0.00423933,0.001497381],"domain_scores_gemma":[0.9825199,0.01105156,0.0006216568,0.002214089,0.003069581,0.0005232022],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001945043,0.0001420413,0.000001903175,0.02947265,0.00009948046,0.000004046331,0.2199653,3.123634e-8,0.000003194909,0.00970008,0.132167,0.6084248],"study_design_scores_gemma":[0.0001067433,0.0005507362,0.000005491972,0.3341624,0.00007885278,0.000003509808,0.006600286,0.000002300295,0.00000825663,0.0139833,0.6442938,0.0002043303],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0001213909,0.9861693,0.000005121535,0.001667076,0.0007270841,0.002475125,0.0002736564,0.00004740103,0.008513884],"genre_scores_gemma":[0.0002066416,0.9491466,0.0001523273,0.00007553311,0.004640219,0.0001588383,0.0003060217,0.00009298717,0.04522089],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.6082205,"threshold_uncertainty_score":0.999884,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1975212230","doi":"10.1598/rrq.35.2.3","title":"How Will Literacy Be Assessed in the Next Millennium?","year":2000,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Northern British Columbia; University of British Columbia","funders":"","keywords":"Literacy; Snippet; Mathematics education; Psychology; Phonics; Standardized test; Pedagogy; Computer science; Primary education","retraction":null,"screen_n_in":null,"score":{"opus":0.09343138122749,"gpt":0.4149367686186446,"spread":0.3215053873911546,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.003631931,0.0002487195,0.0002940018,0.0005542366,0.000335292,0.001367283,0.0009341652,0.000174186,0.00183494],"category_scores_gemma":[0.0001047171,0.0001780779,0.0001040237,0.001222968,0.000172428,0.0008501129,0.00001726869,0.001109212,0.0008774177],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001558112,"about_ca_system_score_gemma":0.00008709753,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006296259,"about_ca_topic_score_gemma":0.00002828824,"domain_scores_codex":[0.9950814,0.001613577,0.0004023348,0.0006689325,0.0009693783,0.00126443],"domain_scores_gemma":[0.996989,0.00162783,0.00005299694,0.0009893645,0.0001647512,0.0001760717],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001954519,0.0005104701,0.003611617,0.00004594029,0.00006649257,0.000697144,0.1673182,7.595194e-7,0.0008259445,0.005685266,0.07700002,0.7440426],"study_design_scores_gemma":[0.001091434,0.0008870852,0.04572348,0.0002225282,0.000006959576,0.0001638528,0.01607378,0.0001161828,0.00003895823,0.001517487,0.9337857,0.000372568],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9130035,0.000806427,0.00003483999,0.01290808,0.0002675984,0.0005977492,0.000009538007,0.00008480445,0.07228744],"genre_scores_gemma":[0.9459592,0.0001037035,0.0002690395,0.0004697048,0.0003111227,0.0002822942,0.00003409428,0.00003988414,0.05253095],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8567857,"threshold_uncertainty_score":0.9999005,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4399295798","doi":"10.1002/rrq.553","title":"Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach","year":2024,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Reading (process); Literacy; Family literacy; Psychology; Relation (database); Developmental psychology; Emergent literacy; Pedagogy; Computer science; Linguistics; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02376360494973697,"gpt":0.3506600602520893,"spread":0.3268964553023524,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003021382,0.0001291204,0.0002113615,0.000436402,0.0002567275,0.0003633961,0.0004164251,0.0001406945,0.00003624714],"category_scores_gemma":[0.00008547366,0.00008824985,0.00006056179,0.0008390232,0.0004234152,0.0003381955,0.00002175052,0.0004871184,0.00003878981],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001548223,"about_ca_system_score_gemma":0.0001901265,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009323914,"about_ca_topic_score_gemma":0.00005224659,"domain_scores_codex":[0.9972239,0.0006524095,0.0002913926,0.0004001678,0.0009362518,0.0004959176],"domain_scores_gemma":[0.9984877,0.001062889,0.00005282524,0.000279057,0.0000546911,0.00006284682],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001736817,0.0004380134,0.0966059,0.000132273,0.0002353901,0.0001032148,0.3820422,0.00002828222,0.0006963157,0.1716451,0.0004753235,0.3474243],"study_design_scores_gemma":[0.002498214,0.002145104,0.8707646,0.0008561561,0.00006741891,0.00008706234,0.03859482,0.003892704,0.0001360687,0.06730796,0.01289708,0.0007528776],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9651673,0.0006586039,0.009479068,0.001558263,0.00004387597,0.001171162,0.00001628983,0.0000787109,0.02182666],"genre_scores_gemma":[0.9966794,0.00010143,0.002369251,0.00003135442,0.00008796964,0.00007551213,0.000009630062,0.00001633513,0.0006290979],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7741586,"threshold_uncertainty_score":0.3598725,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4382698962","doi":"10.1002/rrq.514","title":"The Role of Executive Functions in Lexical Processing During Reading Comprehension","year":2023,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Education and Early Childhood Development","funders":"Hong Kong Institute of Education","keywords":"Reading comprehension; Psychology; Vocabulary; Comprehension; Cognitive psychology; Cognition; Reading (process); Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.04910099844491945,"gpt":0.3919039135500191,"spread":0.3428029151050996,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002422685,0.0001491964,0.0002397336,0.0007830511,0.0007352942,0.0001341852,0.0003272516,0.0001168342,0.00003447678],"category_scores_gemma":[0.0001487038,0.0001158125,0.00006735838,0.001835907,0.0002364056,0.0001615633,0.00006361534,0.0006926717,0.0004541757],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001815756,"about_ca_system_score_gemma":0.00009210617,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003880443,"about_ca_topic_score_gemma":0.0000309626,"domain_scores_codex":[0.9970082,0.0005493831,0.0005085162,0.0003936413,0.0005899072,0.0009503736],"domain_scores_gemma":[0.9979579,0.0012095,0.00009110931,0.0004044875,0.000211397,0.0001256112],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.001012153,0.0003754848,0.0783855,0.0002126115,0.0001535894,0.000237167,0.1993556,0.00004495374,0.1103063,0.01831849,0.005878727,0.5857194],"study_design_scores_gemma":[0.002169065,0.001151195,0.6570145,0.002165067,0.00001865775,0.0001326041,0.2740315,0.004049904,0.005272797,0.01517381,0.03810327,0.0007176677],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9741027,0.0003134243,0.00003311246,0.0003196455,0.0002322579,0.0003192455,0.000004247277,0.0001314105,0.02454395],"genre_scores_gemma":[0.9893264,0.00001772304,0.00004508527,0.000004094013,0.0001015038,0.0001435071,0.00001358554,0.00003116669,0.01031693],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5850018,"threshold_uncertainty_score":0.5837662,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1677020752","doi":"10.1002/rrq.031","title":"Epistemological Tensions in Reading Research and a Vision for the Future","year":2012,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Reading (process); Perspective (graphical); Frame (networking); Epistemology; Psychology; Cognitive science; Sociology; Linguistics; Visual arts; Philosophy; Computer science; Art","retraction":null,"screen_n_in":null,"score":{"opus":0.2008215112027176,"gpt":0.5286859880498845,"spread":0.327864476847167,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.02282095,0.00007666885,0.0001310133,0.0002831152,0.002363976,0.0002863369,0.0003169016,0.0001561529,0.0000531714],"category_scores_gemma":[0.002066591,0.00005134295,0.00003199247,0.0008344088,0.0008461616,0.0002390201,0.00005395618,0.0007598801,0.00006142715],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000296927,"about_ca_system_score_gemma":0.0002250936,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005104609,"about_ca_topic_score_gemma":0.0003770247,"domain_scores_codex":[0.9961381,0.001222171,0.0002058417,0.0002655871,0.001004868,0.00116341],"domain_scores_gemma":[0.9920654,0.006914014,0.00001767238,0.0002115888,0.0004586794,0.0003326764],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004682563,0.0002317882,0.0116197,0.00003682379,0.00000868789,0.000004405021,0.08806616,5.485341e-8,0.0005505615,0.8129506,0.01071551,0.0757689],"study_design_scores_gemma":[0.0004439582,0.0008204374,0.08446413,0.0003306445,0.000005248914,0.00001043283,0.2727701,0.00009415884,0.00004550825,0.2217745,0.4189865,0.0002544447],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7772394,0.002015636,0.0003186371,0.1975862,0.001158125,0.002260679,0.000005213955,0.0001013067,0.01931475],"genre_scores_gemma":[0.9938271,0.0002509841,0.0009973752,0.0001323829,0.0009373774,0.0001978301,0.000002502316,0.00001040176,0.003644034],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5911761,"threshold_uncertainty_score":0.9989348,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4323350153","doi":"10.1002/rrq.495","title":"Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children","year":2023,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta; Wilfrid Laurier University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Phonological awareness; Semitic languages; Psychology; Reading (process); Reading comprehension; Nonverbal communication; Context (archaeology); Vocabulary; Population; Refugee; Comprehension; Literacy; Word recognition; Learning to read; Vocabulary development; Cognition; Linguistics; Developmental psychology; Arabic; Pedagogy; Sociology; History","retraction":null,"screen_n_in":null,"score":{"opus":0.03522140423601566,"gpt":0.3878015591099312,"spread":0.3525801548739155,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004962782,0.000282403,0.0004539212,0.002112245,0.0003473736,0.0002303127,0.0004614335,0.0002740961,0.0002312428],"category_scores_gemma":[0.0003473424,0.0002717225,0.00006781729,0.001917965,0.0002497126,0.0002649983,0.0001052023,0.001059427,0.002016666],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002426088,"about_ca_system_score_gemma":0.0000715412,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001303882,"about_ca_topic_score_gemma":0.00007086777,"domain_scores_codex":[0.9951607,0.000915881,0.0006195152,0.001029953,0.0005859653,0.00168796],"domain_scores_gemma":[0.9976172,0.001192119,0.00009758647,0.0006825484,0.0001168363,0.0002936486],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0002211523,0.0003151082,0.3894654,0.0000923093,0.0002456866,0.001867177,0.1087252,0.000009369175,0.007997598,0.01844757,0.01763377,0.4549797],"study_design_scores_gemma":[0.001735881,0.0005881682,0.981263,0.0004622883,0.000008770319,0.0003812929,0.003902802,0.00009258644,0.0001569246,0.003364166,0.007570819,0.0004732923],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.982678,0.0001521148,0.00002746948,0.0007670972,0.0004378112,0.000544708,0.00001103954,0.0002676906,0.0151141],"genre_scores_gemma":[0.9900422,0.00005560041,0.0003411721,0.00007555051,0.0002604607,0.0001855005,0.00006580233,0.00007244232,0.008901265],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5917976,"threshold_uncertainty_score":0.9999735,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2852458049","doi":"10.1002/rrq.220","title":"Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling","year":2018,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Literacy; Psychology; Mathematics education; Latent class model; Developmental psychology; Pedagogy; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1154980431337739,"gpt":0.419368663664922,"spread":0.3038706205311481,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.002133203,0.0002793238,0.0003123788,0.0005681167,0.0008797483,0.0004292551,0.0003612748,0.0001914805,0.0002473291],"category_scores_gemma":[0.0003034033,0.0002729887,0.0001074126,0.0007394621,0.0003765956,0.0003220526,0.00003758626,0.0007636124,0.0005087969],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003060575,"about_ca_system_score_gemma":0.0001394902,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001309804,"about_ca_topic_score_gemma":0.00001393901,"domain_scores_codex":[0.9959373,0.0006353621,0.0006351039,0.000756665,0.0008503672,0.001185166],"domain_scores_gemma":[0.9978769,0.0002318136,0.00008849849,0.0004995369,0.0009032245,0.0004000648],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"simulation_or_modeling","study_design_scores_codex":[0.000588551,0.0007864323,0.03146522,0.000520889,0.0003649715,0.0004190832,0.7764143,0.0003910655,0.0301415,0.01235584,0.001226836,0.1453254],"study_design_scores_gemma":[0.006074496,0.006405438,0.0342182,0.0122714,0.0002222221,0.0004608611,0.04477353,0.8603811,0.001899534,0.02633276,0.003600703,0.003359769],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.976494,0.00007583743,0.01872079,0.0001165009,0.001046908,0.0003631042,0.00001204861,0.0001899418,0.002980919],"genre_scores_gemma":[0.9916045,0.000003003953,0.006218894,0.0001000333,0.001499164,0.00003223522,0.00002412324,0.00006035538,0.0004576659],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.85999,"threshold_uncertainty_score":0.9999722,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4411006431","doi":"10.1002/rrq.70018","title":"“There's nothing to read here…the newspaper is <i>cho cá</i>, for the fish!”: A Young Refugee‐Background Child Brokering Languages, Literacies, and Cultures as a Caring Multiliterate Practice","year":2025,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Newspaper; Nothing; Refugee; Fish <Actinopterygii>; Psychology; Sociology; Pedagogy; Media studies; Political science; Philosophy; Biology; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.0666451196676964,"gpt":0.5293804867145967,"spread":0.4627353670469003,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.004312239,0.0002001019,0.0002044968,0.000202334,0.003392486,0.002398585,0.0006619751,0.0001377362,0.00006355057],"category_scores_gemma":[0.003703157,0.000137706,0.00009098453,0.0008676079,0.0003786683,0.0006113563,0.00008995232,0.0007252063,0.00004154168],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00027432,"about_ca_system_score_gemma":0.0003689875,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.07120849,"about_ca_topic_score_gemma":0.01172419,"domain_scores_codex":[0.9969707,0.0006943364,0.0003315408,0.0005122605,0.000651383,0.0008398223],"domain_scores_gemma":[0.9948514,0.00370969,0.00009467627,0.0005345542,0.0005697865,0.0002399277],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001550175,0.00005794325,0.0002872403,0.0001049369,0.0001010468,0.00000670654,0.8123404,0.000004470429,0.0005517053,0.02014432,0.01128708,0.1549591],"study_design_scores_gemma":[0.0002327371,0.00006772471,0.0005834761,0.0003139246,0.00002143628,0.000008791646,0.2185391,0.0001664617,0.0001192516,0.0001961287,0.7796182,0.0001327016],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4201728,0.005900999,0.0003372124,0.3582837,0.001193442,0.005744977,0.0001040886,0.0002877891,0.2079749],"genre_scores_gemma":[0.8983219,0.0004886657,0.001053446,0.01329794,0.001308984,0.0005948982,0.0000129609,0.00004749978,0.08487372],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7683312,"threshold_uncertainty_score":0.998637,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4396901753","doi":"10.1002/rrq.538","title":"Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts","year":2024,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval","funders":"","keywords":"Reading (process); Psychology; Recreation; Developmental psychology; Mathematics education; Pedagogy; Linguistics; Biology","retraction":null,"screen_n_in":null,"score":{"opus":0.07383486017229697,"gpt":0.4488197463055066,"spread":0.3749848861332097,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004679009,0.0001273924,0.0002353512,0.0006584541,0.0004046345,0.0002199083,0.0002172427,0.0002282636,0.0001119278],"category_scores_gemma":[0.001134552,0.0001370903,0.00002932713,0.001040639,0.0003844531,0.0006387435,0.00004854617,0.0006564261,0.00002523883],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005799343,"about_ca_system_score_gemma":0.000439896,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01545799,"about_ca_topic_score_gemma":0.0006498297,"domain_scores_codex":[0.9970953,0.0006703155,0.0004777409,0.0004888439,0.0006929947,0.0005747314],"domain_scores_gemma":[0.997416,0.001898705,0.00006605173,0.0001579447,0.0001537919,0.0003074864],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006715146,0.0001606505,0.2216287,0.00008869075,0.000157023,0.00002555882,0.3826586,0.000003434174,0.1117653,0.2439024,0.004550069,0.03499239],"study_design_scores_gemma":[0.002225641,0.001736498,0.3197305,0.01058399,0.0002012442,0.00001756737,0.3414986,0.002058427,0.01092292,0.2752691,0.03432294,0.001432621],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9898722,0.0008729327,0.0001162157,0.002219173,0.0002724141,0.0005176821,0.0001789155,0.00007221907,0.005878236],"genre_scores_gemma":[0.9977316,0.0005336846,0.0002403283,0.00001691789,0.0001396657,0.00008344412,0.000192529,0.00001658167,0.001045289],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1008424,"threshold_uncertainty_score":0.9910982,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1962109311","doi":"10.1002/rrq.006","title":"Multilingual Practices, Critical Literacies, and Visual Culture: A Focus on African Contexts","year":2011,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Literacy; Sociology; Meaning (existential); Visual literacy; Critical literacy; Multilingualism; Linguistics; Focus (optics); Power (physics); Diversity (politics); Relevance (law); Psychology; Pedagogy; Anthropology; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.1504064161479109,"gpt":0.4209840058183819,"spread":0.270577589670471,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001122742,0.0001735839,0.0001957736,0.0002866786,0.0006584844,0.0008081482,0.0001669287,0.00007652951,0.0005789512],"category_scores_gemma":[0.001459877,0.0001382344,0.00004798687,0.00009149691,0.0006380412,0.0008195097,0.00002148192,0.0005887432,0.0002535864],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007287713,"about_ca_system_score_gemma":0.0001322288,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0019974,"about_ca_topic_score_gemma":0.0004638519,"domain_scores_codex":[0.9977606,0.0003760218,0.0002754363,0.0004188662,0.0005455496,0.0006235201],"domain_scores_gemma":[0.9976763,0.001180779,0.00009856528,0.0002118051,0.0005239394,0.0003086863],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000183504,0.0003828169,0.000195808,0.00007607896,0.00002230284,0.00003846038,0.8709285,1.566535e-9,0.00007475833,0.03748492,0.002974409,0.0876385],"study_design_scores_gemma":[0.00106513,0.009060958,0.001798086,0.0005833351,0.00005528201,0.00005982925,0.788108,0.0002172918,0.001366742,0.03535829,0.1616363,0.0006907588],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9542804,0.000742216,0.000007144801,0.0009551288,0.0008261274,0.0003522958,0.00002887286,0.0001017166,0.04270609],"genre_scores_gemma":[0.993584,0.00002756566,0.000122702,0.00009484854,0.001574675,0.00005923567,0.0000168934,0.00002581775,0.004494311],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1586619,"threshold_uncertainty_score":0.7792991,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4389340235","doi":"10.1002/rrq.525","title":"“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research","year":2023,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Innovative Human-Technology Interaction","field":"Computer Science","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Université de Montréal","funders":"","keywords":"Situated; Queer; Affect (linguistics); Sociology; Context (archaeology); Queer theory; Pedagogy; Gender studies; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1999792028735309,"gpt":0.4394811029312312,"spread":0.2395019000577004,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009266867,0.000157,0.0003263874,0.001313405,0.0001578814,0.0001925998,0.001349636,0.0002188481,0.00002651069],"category_scores_gemma":[0.0007976559,0.0001171674,0.00004855156,0.00408666,0.0005439728,0.0007946539,0.0005281195,0.001607031,0.00005163846],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001840577,"about_ca_system_score_gemma":0.0001584905,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007669482,"about_ca_topic_score_gemma":0.0003152209,"domain_scores_codex":[0.9955346,0.001484244,0.0005264623,0.0005301032,0.001097287,0.0008273],"domain_scores_gemma":[0.9951472,0.003220695,0.0001196538,0.0009605,0.0005165981,0.00003530082],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000285239,0.0003313295,0.0262294,0.0006613416,0.0001472546,0.0001843096,0.7037814,0.00004649811,0.0298296,0.1559177,0.02086954,0.06171636],"study_design_scores_gemma":[0.002452804,0.003790917,0.3288724,0.004613356,0.00000917874,0.00008221545,0.06107228,0.07805665,0.02509517,0.489268,0.005853953,0.0008331005],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9763249,0.0001317329,0.0008470659,0.006610951,0.00006919223,0.0006467658,0.000002036944,0.00003908309,0.01532828],"genre_scores_gemma":[0.996851,0.00005994763,0.0006696146,0.00003211942,0.00003609478,0.00006880469,0.000002259262,0.00001732859,0.002262877],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6427091,"threshold_uncertainty_score":0.698184,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4405204758","doi":"10.1002/rrq.597","title":"Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms","year":2024,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Calgary","funders":"University of Calgary","keywords":"Literacy; Pedagogy; Psychology; Teaching method; Phonemic awareness; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.08745869982686293,"gpt":0.579388888933002,"spread":0.4919301891061391,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006067519,0.0001187302,0.0001640421,0.0005902253,0.0006478163,0.0008808703,0.0002224136,0.0001460522,0.0005343711],"category_scores_gemma":[0.006394258,0.000115033,0.00004853519,0.0008656033,0.0004805388,0.0003795657,0.00002814633,0.00160102,0.0003021009],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002328252,"about_ca_system_score_gemma":0.001071046,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0105273,"about_ca_topic_score_gemma":0.003545691,"domain_scores_codex":[0.9957577,0.002212138,0.0002475478,0.000416098,0.0005948664,0.0007716325],"domain_scores_gemma":[0.9940017,0.005216312,0.00001486856,0.0001801602,0.0002233407,0.0003635903],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002043217,0.00004378216,0.0002064272,0.00004748858,0.000006713389,0.0001327653,0.6594361,9.778402e-8,0.0003193681,0.04882356,0.000207141,0.2907561],"study_design_scores_gemma":[0.000341355,0.0003673557,0.002410957,0.0006628342,0.000007813773,0.00001694897,0.8617833,0.0008967649,0.00006203033,0.01124727,0.1218987,0.0003046835],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9394816,0.001257509,0.00002904712,0.0069176,0.0002789097,0.0003203065,0.000007992087,0.0001224454,0.05158466],"genre_scores_gemma":[0.9804078,0.0001211355,0.0001638551,0.0001516902,0.0008077963,0.00004247031,0.000007014024,0.00002125969,0.01827694],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2904514,"threshold_uncertainty_score":0.9960617,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4404326145","doi":"10.1002/rrq.585","title":"“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts","year":2024,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"International Research Foundation for English Language Education","keywords":"Multimodality; Embodied cognition; Slash (logging); Agency (philosophy); Linguistics; Critical reading; Sociology; Pedagogy; Reading (process); Psychology; Epistemology; Philosophy; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.08566863975611476,"gpt":0.4102003617737597,"spread":0.324531722017645,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.002041979,0.0001499551,0.0001745891,0.0004161583,0.0004028604,0.001409629,0.0002157486,0.00005034577,0.0005018825],"category_scores_gemma":[0.0001634278,0.0001160765,0.00003105583,0.0001103658,0.0002925409,0.0006641488,0.00003450637,0.0006045252,0.0002121379],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001216298,"about_ca_system_score_gemma":0.000127216,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001527797,"about_ca_topic_score_gemma":0.002290865,"domain_scores_codex":[0.9976004,0.0003950081,0.0002600114,0.0004360195,0.0007336953,0.0005748409],"domain_scores_gemma":[0.9985011,0.0008916141,0.00001516481,0.0002438701,0.0001705982,0.0001776577],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004902634,0.0002688218,0.008463138,0.0004883989,0.0000408594,0.0001045583,0.9421464,1.364742e-7,0.00002035403,0.01771413,0.002462344,0.02824188],"study_design_scores_gemma":[0.002331932,0.003815113,0.09966031,0.004832049,0.00009978669,0.00002248787,0.7617474,0.002126361,0.000056236,0.05898681,0.0650524,0.001269107],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9893252,0.0004038633,0.00001206254,0.0007443244,0.0006931442,0.0003653352,0.00001859857,0.00008008334,0.00835734],"genre_scores_gemma":[0.9945947,0.00003402851,0.00007041304,0.00005203492,0.000668514,0.0001094238,0.00002043304,0.00002702008,0.004423412],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.180399,"threshold_uncertainty_score":0.999627,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4385837972","doi":"10.1002/rrq.519","title":"Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample","year":2023,"lang":"en","type":"article","venue":"Reading Research Quarterly","topic":"Reading and Literacy Development","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Institute of Education Sciences; York University; U.S. Department of Education","keywords":"Psychology; Executive functions; Reading (process); Literacy; Working memory; Developmental psychology; Cognition; Mathematics education; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.1170916787203349,"gpt":0.4305286049256269,"spread":0.313436926205292,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.005890652,0.0002729961,0.0004294727,0.001260349,0.0005188871,0.0001776259,0.0004317831,0.0001929431,0.001163253],"category_scores_gemma":[0.003078404,0.0002632726,0.0001226828,0.002122578,0.0002620573,0.0004813081,0.0001184256,0.0007128933,0.0008515089],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004118042,"about_ca_system_score_gemma":0.000512324,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002811009,"about_ca_topic_score_gemma":0.00004541437,"domain_scores_codex":[0.9943746,0.001021981,0.001076364,0.001032548,0.001541652,0.0009528272],"domain_scores_gemma":[0.9912254,0.006410305,0.0003449878,0.0009158031,0.0008314925,0.0002719956],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0005193273,0.0003986954,0.2573145,0.00009396276,0.001157619,0.0007019386,0.4486406,0.00002419478,0.009987313,0.001544677,0.2131349,0.06648231],"study_design_scores_gemma":[0.001090872,0.001087189,0.8478379,0.003052945,0.00006604537,0.0001220549,0.09474178,0.0003029394,0.002915591,0.0130481,0.03478662,0.0009480017],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9770358,0.0002344322,0.002926256,0.0004008267,0.0008276813,0.0007806664,0.00008894791,0.0003393602,0.01736607],"genre_scores_gemma":[0.959802,0.00001977557,0.002858788,0.00001286974,0.000246913,0.000563139,0.0003520985,0.00005812462,0.03608625],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5905234,"threshold_uncertainty_score":0.9999819,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}