Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?
Why this work is in the frame
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Bibliographic record
Abstract
We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition, we examined whether any significant group differences are due to differences between groups in attention. Thirty-three Canadian children with RD (51.5% female; M age = 10.80 years), 35 with MD (60.0% female; M age = 10.79 years), 37 with comorbid RDMD (45.9% female; M age = 10.79 years), and 42 chronological-age (CA) controls (64.3% female; M age = 10.82 years) were assessed on reading, mathematics, general cognitive ability, and attention tasks. Their teachers also rated their anxiety, depression, somatic complaints, and social withdrawal. Results of analyses of variance showed that children with comorbid RDMD exhibited significantly higher levels of anxiety and depression compared only to the CA controls. However, after controlling for attention, these group differences were no longer significant. These findings suggest that children with comorbid RDMD may be at greater risk for anxiety and depression, although attention difficulties likely contribute to these differences.
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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 | 0.002 |
| 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