Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties : a systematic review and meta-analysis

Journal article

Vieira, Ana Paula Alves, Peng, Peng, Antoniuk, Andrea, DeVries, Jodi, Rothou, Kyriakoula, Parrila, Rauno and Georgiou, George K.. (2023). Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties : a systematic review and meta-analysis. Annals of Dyslexia. 74, pp. 4-26. https://doi.org/10.1007/s11881-023-00294-4
AuthorsVieira, Ana Paula Alves, Peng, Peng, Antoniuk, Andrea, DeVries, Jodi, Rothou, Kyriakoula, Parrila, Rauno and Georgiou, George K.
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.

KeywordsAnxiety; Depression; Internalizing problems; Learning difficulties; Meta-analysis
Year01 Jan 2023
JournalAnnals of Dyslexia
Journal citation74, pp. 4-26
PublisherSpringer
ISSN0736-9387
Digital Object Identifier (DOI)https://doi.org/10.1007/s11881-023-00294-4
Web address (URL)https://link.springer.com/article/10.1007/s11881-023-00294-4
Open accessPublished as non-open access
Research or scholarlyResearch
Page range4-26
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License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online22 Dec 2023
Publication process dates
Accepted13 Dec 2023
Deposited04 Feb 2025
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© The Author(s), under exclusive licence to The International Dyslexia Association 2023.

Place of publicationUnited States
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