{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T18:00:35Z","timestamp":1792519235085,"version":"4.5.0"},"reference-count":17,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2016,7,28]],"date-time":"2016-07-28T00:00:00Z","timestamp":1469664000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Western Australian Health Promotion Foundation (Healthway)","award":["24342"],"award-info":[{"award-number":["24342"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2016,8]]},"abstract":"<jats:p>\n                    A growing literature indicates that children with reading difficulties are at elevated risk for mental health problems; however, little attention has been given to\n                    <jats:italic>why<\/jats:italic>\n                    this might be the case. Associations between reading difficulties and mental health differ substantially across studies, raising the possibility that these relationships may be ameliorated or exacerbated by risk or resilience\u2010promoting factors. Using socio\u2010ecological theory as a conceptual framework, we outline four potential lines of research that could shed light on why children with reading difficulties are at risk of mental health problems and identify potential targets for intervention. 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