ArticleChild psychiatry and human development2023
Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students.
Article in Child psychiatry and human development, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed, 17 citations in OpenAlex.
- Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.Journal of learning disabilitiesTrial
- Elementary Students Prefer Extra Reading Practice Before Reading in Front of Peers.Behavior analysis in practice · 2026Article
- Reading and Screen Time: Associations with Behavioral and Sleep Difficulties in Children and Adolescents.Pediatric reports · 2026Article
- The Reading Anxiety Scale for children: Development and psychometric properties.School psychology (Washington, D.C.) · 2026Article
- Relationships Between Anxiety, Attention, and Reading Performance in Children.Child psychiatry and human development · 2026Article
- Parent-reported emotion regulation in children with dyslexia and/or developmental language disorder.Frontiers in psychology · 2026Article
- Longitudinal relationships among early adolescent physical exercise, internalizing symptoms, and learning engagement: exploring within-person dynamics and the role of gender differences.Child and adolescent psychiatry and mental health · 2025Article
- Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.International journal of cognitive therapy · 2024Article
- Stress, resilience, and emotional well-being in children and adolescents with specific learning disabilities.Current opinion in behavioral sciences · 2024Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
Abstract
While the field of learning disabilities has grown substantially over the past several decades (Grigorenko et al. in Am Psychol 75:37, 2020) little work has explored the role of internalizing symptoms among struggling students. The present study compared struggling and typical readers on several child reported internalizing measures at both the beginning and end of a school year during which time they received either classroom-as-usual or research-team provided intensive intervention. Struggling readers who did and did not meet reading benchmarks were also compared at year-end. While minimal differences were present at the beginning of the year, numerous differences were observed at the end, with students exhibiting persistent reading struggles reporting significantly greater distress. Bi-directional associations emerged with beginning of year group status predicting internalizing symptoms and beginning of year internalizing symptoms predicting end of year intervention response group status. Findings are discussed in terms of future directions for enhancing intervention studies of struggling readers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.