Reading difficulty and socio-emotional adjustment: Internalizing patterns depend on age of identification
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Children with reading difficulty experience stress in school that may put them at risk of negative socio-emotional adjustment involving externalizing or internalizing patterns. It is unclear what factors influence some children to experience externalizing patterns and others internalizing patterns. This study investigated the influences of the age of identification of reading difficulties and coping strategies on socio-emotional adjustment. Data were collected from 31 children with reading difficulty (ages 9 to 12 years), recruited from Winnipeg schools and child-care centres, on measures of coping strategy and socio-emotional adjustment and parent/guardian reported age-of-identification. Direct and indirect process analyses, using percentile bootstrapping, were used to examine mediating effects of coping strategies in the relationship between age-of identification and socio-emotional adjustment. Results showed late-identified children (in Grade 2 or later) were more likely to report using disengagement coping strategies. Early-identified children (before Grade 2) were more likely to report higher internalizing patterns. Evidence for partial mediation by secondary coping strategy on the relationship between age-of-identification and internalizing outcomes was found. No other mediation patterns were found, including indirect effects of age-of-identification on socio-emotional functioning through coping. Although early identification of reading difficulties is associated with greater risk of developing internalizing problems, patterns of coping with reading-related stress have limited influence. Clarifying how age of identification of reading difficulty influences socio-emotional adjustment will help resolve theoretical debates about the experience of reading difficulty as a risk factor for negative socio-emotional adjustment, and will help educators/clinicians to promote struggling readers’ healthy socio-emotional adjustment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it