SynthesisAnnals of dyslexia2024
Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis.
Synthesis in Annals of dyslexia, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed, 31 citations in OpenAlex.
- Longitudinal and Bidirectional Relationships Between Reading Ability, Internalising Symptoms, and Academic Self-Concept in Adolescence: Evidence from the Longitudinal Study of Australian Children.Child psychiatry and human development · 2026Article
- Latent Profiles of Academic Anxiety and Working Memory in Adults with Varying Dyslexia-Related Risk.Journal of Intelligence · 2026Article
- Integrating Transdiagnostic and Biopsychosocial Approaches to Move Beyond Categorical Diagnoses in Neurodevelopmental Disorders: A Perspective Review.PsyCh journal · 2026Review
- Longitudinal associations between sedentary behavior types and mathematics ability mediated by externalizing and internalizing problems.NPJ science of learning · 2026Article
- Understanding the experience of adults with dyslexia: a quantitative and qualitative analysis.Annals of dyslexia · 2026Article
- Cross-Sectional Associations of Sport Participation, Academic Performance, and Psychological Well-Being Among Rural Romanian Adolescent Boys in the Context of Family Background.Children (Basel, Switzerland) · 2026Article
- Parent-reported emotion regulation in children with dyslexia and/or developmental language disorder.Frontiers in psychology · 2026Article
- Neurodevelopmental and Psychosocial Outcomes in Adolescence of Children with Early Diagnoses of ADHD, Autism, Dyscalculia and Dyslexia.Research on child and adolescent psychopathology · 2025Article
- Interventions for children and adolescents with specific learning disability and co-occurring disorders.Pediatric research · 2025Review
- Reading Ability and Mental Health: Mediating Roles of Depressive Symptoms and Behavior Problems in Chinese School-Age Children.Behavioral sciences (Basel, Switzerland) · 2025Article
- The role of self-compassion in adults with dyslexia.Annals of dyslexia · 2025Article
- Beyond Reading: Psychological and Mental Health Needs in Adolescents with Dyslexia.Pediatric reports · 2024Article
- Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?Journal of learning disabilitiesArticle
Corrections and comments
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Authors and funding
7 authors at 4 institutions in 4 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 - 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.
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