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.

尽管学习障碍领域在过去几十年中大幅增长（Grigorenko 等人，Am Psychol 75:37, 2020），但很少有工作探索内化症状在苦苦挣扎的学生中的作用。本研究比较了几个孩子在学年开始和结束时的内化措施和典型读者，在此期间他们接受了照常上课或研究团队提供的强化干预。年底还比较了达到和没有达到阅读基准的挣扎读者。虽然在年初的差异很小，但在年底观察到了许多差异，学生表现出持续的阅读困难，报告的痛苦明显更大。双向关联出现与年初组状态预测内化症状和年初内化症状预测年末干预反应组状态。研究结果将根据未来加强对苦苦读者的干预研究的方向进行讨论。