THE DIAGNOSIS DILEMMA: DYSLEXIA AND VISUAL-SPATIAL ABILITY
Bibliographic record
Abstract
Visual-spatial ability is important for mathematics learning but also for future STEMparticipation. Some studies report children with dyslexia have superior visual-spatial skills andother studies report a deficit. We sought to further explore the relationship between childrenformally identified as having dyslexia and visual-spatial ability. Despite our best efforts, anddespite recruiting from a large potential sample population, we were unable to secure asufficient amount of participants for statistical power. Thus, our findings consider the ethicaldilemma of diagnosis; namely, (1) how do children come to be tested for disabilities? And, (2)what are the potential implications, mathematical or otherwise, for children who havedisabilities but are not formally identified? This report has important implications for childrenwith disabilities and for educators.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.024 | 0.135 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.003 | 0.014 |
| Scholarly communication | 0.004 | 0.012 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.007 | 0.009 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".