Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis
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...
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| Veröffentlicht in: | Annals of dyslexia 2024-04, Vol.74 (1), p.4-26 |
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| creator | Vieira, Ana Paula Alves Peng, Peng Antoniuk, Andrea DeVries, Jodi Rothou, Kyriakoula Parrila, Rauno Georgiou, George |
| description | 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. |
| doi_str_mv | 10.1007/s11881-023-00294-4 |
| format | Article |
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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.</description><identifier>ISSN: 0736-9387</identifier><identifier>EISSN: 1934-7243</identifier><identifier>DOI: 10.1007/s11881-023-00294-4</identifier><identifier>PMID: 38135829</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adolescent ; Adult ; Anxiety ; Anxiety Disorders ; Attention Control ; Child ; Dyslexia - epidemiology ; Education ; Effect Size ; Humans ; Language and Literature ; Learning disabilities ; Learning Problems ; Linguistics ; Mathematics ; Meta Analysis ; Neurology ; Psycholinguistics ; Reading ; Reading difficulties ; Selection Criteria ; Social Sciences ; Systematic review ; Withdrawal (Psychology) ; Young Adult</subject><ispartof>Annals of dyslexia, 2024-04, Vol.74 (1), p.4-26</ispartof><rights>The Author(s), under exclusive licence to The International Dyslexia Association 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>2023. The Author(s), under exclusive licence to The International Dyslexia Association.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c375t-e04e3df7f767c5dd4cf89675501937bf4db1358bd0e32df95fee635f28cff0dc3</citedby><cites>FETCH-LOGICAL-c375t-e04e3df7f767c5dd4cf89675501937bf4db1358bd0e32df95fee635f28cff0dc3</cites><orcidid>0000-0002-3080-8006 ; 0000-0002-9081-992X ; 0000-0003-4250-8980 ; 0009-0005-0051-1040 ; 0000-0002-4771-3476 ; 0000-0003-4797-6126</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11881-023-00294-4$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11881-023-00294-4$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38135829$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Vieira, Ana Paula Alves</creatorcontrib><creatorcontrib>Peng, Peng</creatorcontrib><creatorcontrib>Antoniuk, Andrea</creatorcontrib><creatorcontrib>DeVries, Jodi</creatorcontrib><creatorcontrib>Rothou, Kyriakoula</creatorcontrib><creatorcontrib>Parrila, Rauno</creatorcontrib><creatorcontrib>Georgiou, George</creatorcontrib><title>Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis</title><title>Annals of dyslexia</title><addtitle>Ann. of Dyslexia</addtitle><addtitle>Ann Dyslexia</addtitle><description>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.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Anxiety</subject><subject>Anxiety Disorders</subject><subject>Attention Control</subject><subject>Child</subject><subject>Dyslexia - epidemiology</subject><subject>Education</subject><subject>Effect Size</subject><subject>Humans</subject><subject>Language and Literature</subject><subject>Learning disabilities</subject><subject>Learning Problems</subject><subject>Linguistics</subject><subject>Mathematics</subject><subject>Meta Analysis</subject><subject>Neurology</subject><subject>Psycholinguistics</subject><subject>Reading</subject><subject>Reading difficulties</subject><subject>Selection Criteria</subject><subject>Social Sciences</subject><subject>Systematic review</subject><subject>Withdrawal (Psychology)</subject><subject>Young Adult</subject><issn>0736-9387</issn><issn>1934-7243</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kc1u1TAQhS0EopfCC7BAltiwwOCfOE7YoYqfSpXYwNpy7HHrKvG9eJJWl2fgoXGaAhILJMtezHfO0fgQ8lzwN4Jz8xaF6DrBuFSMc9k3rHlAdqJXDTOyUQ_JjhvVsl515oQ8QbzmVdSb5jE5UZ1QupP9jvw8zzOU7Mb0I-VLeij7YYQJacr1hHSTwuJGpLdpvqIFXKjQazq5-QrqlTxSlwNdMh7Ap5gg0BFcyatVSDEmv4xzAnxHHcUjzpuoGt0kuL2TTjA75mr-ERM-JY9iTYNn9-8p-fbxw9ezz-ziy6fzs_cXzCujZwa8ARWiiaY1XofQ-Nj1rdGa1-XNEJswrOsNgYOSIfY6ArRKR9n5GHnw6pS82nzrut8XwNlOCT2Mo8uwX9DKnmstTStkRV_-g17vl_W_VkrK1phWNZWSG-XLHrFAtIeSJleOVnC7dmW3rmztyt51ZVfRi3vrZZgg_JH8LqcCagOwjvIllL_Z_7H9BVtRors</recordid><startdate>20240401</startdate><enddate>20240401</enddate><creator>Vieira, Ana Paula Alves</creator><creator>Peng, Peng</creator><creator>Antoniuk, Andrea</creator><creator>DeVries, Jodi</creator><creator>Rothou, Kyriakoula</creator><creator>Parrila, Rauno</creator><creator>Georgiou, George</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>8BM</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-3080-8006</orcidid><orcidid>https://orcid.org/0000-0002-9081-992X</orcidid><orcidid>https://orcid.org/0000-0003-4250-8980</orcidid><orcidid>https://orcid.org/0009-0005-0051-1040</orcidid><orcidid>https://orcid.org/0000-0002-4771-3476</orcidid><orcidid>https://orcid.org/0000-0003-4797-6126</orcidid></search><sort><creationdate>20240401</creationdate><title>Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis</title><author>Vieira, Ana Paula Alves ; Peng, Peng ; Antoniuk, Andrea ; DeVries, Jodi ; Rothou, Kyriakoula ; Parrila, Rauno ; Georgiou, George</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c375t-e04e3df7f767c5dd4cf89675501937bf4db1358bd0e32df95fee635f28cff0dc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adolescent</topic><topic>Adult</topic><topic>Anxiety</topic><topic>Anxiety Disorders</topic><topic>Attention Control</topic><topic>Child</topic><topic>Dyslexia - epidemiology</topic><topic>Education</topic><topic>Effect Size</topic><topic>Humans</topic><topic>Language and Literature</topic><topic>Learning disabilities</topic><topic>Learning Problems</topic><topic>Linguistics</topic><topic>Mathematics</topic><topic>Meta Analysis</topic><topic>Neurology</topic><topic>Psycholinguistics</topic><topic>Reading</topic><topic>Reading difficulties</topic><topic>Selection Criteria</topic><topic>Social Sciences</topic><topic>Systematic review</topic><topic>Withdrawal (Psychology)</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Vieira, Ana Paula Alves</creatorcontrib><creatorcontrib>Peng, Peng</creatorcontrib><creatorcontrib>Antoniuk, Andrea</creatorcontrib><creatorcontrib>DeVries, Jodi</creatorcontrib><creatorcontrib>Rothou, Kyriakoula</creatorcontrib><creatorcontrib>Parrila, Rauno</creatorcontrib><creatorcontrib>Georgiou, George</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ComDisDome</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Annals of dyslexia</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Vieira, Ana Paula Alves</au><au>Peng, Peng</au><au>Antoniuk, Andrea</au><au>DeVries, Jodi</au><au>Rothou, Kyriakoula</au><au>Parrila, Rauno</au><au>Georgiou, George</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis</atitle><jtitle>Annals of dyslexia</jtitle><stitle>Ann. of Dyslexia</stitle><addtitle>Ann Dyslexia</addtitle><date>2024-04-01</date><risdate>2024</risdate><volume>74</volume><issue>1</issue><spage>4</spage><epage>26</epage><pages>4-26</pages><issn>0736-9387</issn><eissn>1934-7243</eissn><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.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>38135829</pmid><doi>10.1007/s11881-023-00294-4</doi><tpages>23</tpages><orcidid>https://orcid.org/0000-0002-3080-8006</orcidid><orcidid>https://orcid.org/0000-0002-9081-992X</orcidid><orcidid>https://orcid.org/0000-0003-4250-8980</orcidid><orcidid>https://orcid.org/0009-0005-0051-1040</orcidid><orcidid>https://orcid.org/0000-0002-4771-3476</orcidid><orcidid>https://orcid.org/0000-0003-4797-6126</orcidid></addata></record> |
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| ispartof | Annals of dyslexia, 2024-04, Vol.74 (1), p.4-26 |
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| subjects | Adolescent Adult Anxiety Anxiety Disorders Attention Control Child Dyslexia - epidemiology Education Effect Size Humans Language and Literature Learning disabilities Learning Problems Linguistics Mathematics Meta Analysis Neurology Psycholinguistics Reading Reading difficulties Selection Criteria Social Sciences Systematic review Withdrawal (Psychology) Young Adult |
| title | Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis |
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