{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,4]],"date-time":"2026-09-04T19:27:32Z","timestamp":1788550052723,"version":"build-2803163510"},"reference-count":44,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2025,10,24]],"date-time":"2025-10-24T00:00:00Z","timestamp":1761264000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2025,10,24]],"date-time":"2025-10-24T00:00:00Z","timestamp":1761264000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2026,4]]},"DOI":"10.1007\/s11881-025-00351-0","type":"journal-article","created":{"date-parts":[[2025,10,24]],"date-time":"2025-10-24T02:13:44Z","timestamp":1761272024000},"page":"50-66","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Pre-service teachers\u2019 knowledge of language and literacy concepts: The skeleton in Canada\u2019s closet?"],"prefix":"10.1007","volume":"76","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9081-992X","authenticated-orcid":false,"given":"George K.","family":"Georgiou","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Abigail R.","family":"Peyton","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andrea","family":"Antoniuk","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pamela","family":"Beach","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andrea","family":"Fraser","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John R.","family":"Kirby","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Perry","family":"Klein","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Guofang","family":"Li","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jamie","family":"Metsala","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amin","family":"Mousavi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jodi","family":"Nickel","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Robert","family":"Savage","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"R. Malatesha","family":"Joshi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,10,24]]},"reference":[{"key":"351_CR1","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1007\/s11881-015-0118-7","volume":"66","author":"M Aro","year":"2016","unstructured":"Aro, M., & Bj\u00f6rn, P. M. (2016). Preservice and inservice teachers\u2019 knowledge of language constructs in Finland. Annals Of Dyslexia, 66, 111\u2013126. https:\/\/doi.org\/10.1007\/s11881-015-0118-7","journal-title":"Annals of Dyslexia"},{"key":"351_CR2","doi-asserted-by":"publisher","first-page":"153","DOI":"10.1007\/s11881-012-0070-8","volume":"62","author":"E Binks-Cantrell","year":"2012","unstructured":"Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62, 153\u2013171. https:\/\/doi.org\/10.1007\/s11881-012-0070-8","journal-title":"Annals of Dyslexia"},{"key":"351_CR3","doi-asserted-by":"publisher","first-page":"97","DOI":"10.1007\/s11881-001-0007-0","volume":"51","author":"C Bos","year":"2001","unstructured":"Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51, 97\u2013120. https:\/\/doi.org\/10.1007\/s11881-001-0007-0","journal-title":"Annals of Dyslexia"},{"issue":"2","key":"351_CR4","doi-asserted-by":"publisher","first-page":"124","DOI":"10.1080\/00461520.2017.1288571","volume":"52","author":"JS Bowers","year":"2017","unstructured":"Bowers, J. S., & Bowers, P. N. (2017). Beyond phonics: The case for teaching children the logic of the English spelling system. Educational Psychologist, 52(2), 124\u2013141. https:\/\/doi.org\/10.1080\/00461520.2017.1288571","journal-title":"Educational Psychologist"},{"issue":"1","key":"351_CR5","doi-asserted-by":"publisher","first-page":"85","DOI":"10.1080\/10888438.2024.2418582","volume":"29","author":"P Capin","year":"2025","unstructured":"Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N.-Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2025). Reading comprehension instruction: Evaluating our progress since Durkin\u2019s seminal study. Scientific Studies of Reading, 29(1), 85\u2013114. https:\/\/doi.org\/10.1080\/10888438.2024.2418582","journal-title":"Scientific Studies of Reading"},{"key":"351_CR6","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1177\/1529100618772271","volume":"19","author":"A Castles","year":"2018","unstructured":"Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5\u201351. https:\/\/doi.org\/10.1177\/1529100618772271","journal-title":"Psychological Science in the Public Interest"},{"issue":"3","key":"351_CR7","doi-asserted-by":"publisher","first-page":"219","DOI":"10.1111\/1467-9817.12057","volume":"40","author":"SK Clark","year":"2017","unstructured":"Clark, S. K., Helfrich, S. R., & Hatch, L. (2017). Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school. Journal of Research in Reading, 40(3), 219\u2013232. https:\/\/doi.org\/10.1111\/1467-9817.12057","journal-title":"Journal of Research in Reading"},{"key":"351_CR8","unstructured":"Cunningham, A. E., Firestone, A. R., & Zegers, M. (2025). Measuring and improving teachers\u2019 knowledge in early literacy. In S. Q. Cabell, S. B. Neuman, & T. N. Patton (Eds.), Handbook on the science of early literacy (pp. 211\u2013223). Guilford Publications."},{"key":"351_CR9","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1007\/s11881-004-0007-y","volume":"54","author":"AE Cunningham","year":"2004","unstructured":"Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, 139\u2013167. https:\/\/doi.org\/10.1007\/s11881-004-0007-y","journal-title":"Annals of Dyslexia"},{"issue":"3","key":"351_CR10","doi-asserted-by":"publisher","first-page":"252","DOI":"10.25115\/psye.v7i3.515","volume":"7","author":"LM Desimone","year":"2015","unstructured":"Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers\u2019 professional development in the United States. Psychology, Society, & Education, 7(3), 252\u2013263. https:\/\/doi.org\/10.25115\/psye.v7i3.515","journal-title":"Psychology, Society, & Education"},{"issue":"8","key":"351_CR11","doi-asserted-by":"publisher","first-page":"1695","DOI":"10.1007\/s11145-017-9772-y","volume":"31","author":"A Desrochers","year":"2018","unstructured":"Desrochers, A., Manolitsis, G., Gaudreau, P., & Georgiou, G. (2018). Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency. Reading and Writing, 31(8), 1695\u20131719. https:\/\/doi.org\/10.1007\/s11145-017-9772-y","journal-title":"Reading and Writing"},{"key":"351_CR12","unstructured":"Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher Prep Review: Strengthening Elementary Reading Instruction. National Council on Teacher Quality."},{"issue":"1","key":"351_CR13","doi-asserted-by":"publisher","first-page":"99","DOI":"10.1080\/19404150903524606","volume":"15","author":"R Fielding-Barnsley","year":"2010","unstructured":"Fielding-Barnsley, R. (2010). Australian pre-service teachers\u2019 knowledge of phonemic awareness and phonics in the process of learning to read. Australian Journal of Learning Difficulties, 15(1), 99\u2013110. https:\/\/doi.org\/10.1080\/19404150903524606","journal-title":"Australian Journal of Learning Difficulties"},{"issue":"5","key":"351_CR14","doi-asserted-by":"publisher","first-page":"675","DOI":"10.3102\/0034654320938128","volume":"90","author":"AR Firestone","year":"2020","unstructured":"Firestone, A. R., Cruz, R. A., & Rodl, J. E. (2020). Teacher study groups: An integrative literature synthesis. Review of Educational Research, 90(5), 675\u2013709. https:\/\/doi.org\/10.3102\/0034654320938128","journal-title":"Review of Educational Research"},{"key":"351_CR15","doi-asserted-by":"publisher","DOI":"10.1080\/2331186X.2022.2151246","author":"JC Forgie","year":"2022","unstructured":"Forgie, J. C., Hu, J., & Boccalon, M. (2022). Pre-service and in-service early childhood educators\u2019 self-efficacy and knowledge for early literacy instruction. Cogent Education. https:\/\/doi.org\/10.1080\/2331186X.2022.2151246","journal-title":"Cogent Education"},{"key":"351_CR16","doi-asserted-by":"publisher","first-page":"1955","DOI":"10.1007\/s11145-023-10456-w","volume":"37","author":"C Hall","year":"2024","unstructured":"Hall, C., Solari, E. J., Hayes, L., Dahl-Leonard, K., DeCoster, J., Kehoe, K. F., Conner, C. L., Henry, A. R., Demchak, A., Richmond, C. L., & Vargas, I. (2024). Validation of an instrument for assessing elementary-grade educators\u2019 knowledge to teach reading. Reading and Writing, 37, 1955\u20131974. https:\/\/doi.org\/10.1007\/s11145-023-10456-w","journal-title":"Reading and Writing"},{"issue":"2","key":"351_CR17","doi-asserted-by":"publisher","first-page":"177","DOI":"10.1177\/1086296X19833297","volume":"51","author":"M Hikida","year":"2019","unstructured":"Hikida, M., Chamberlain, K., Tily, S., Daly-Lesch, A., Warner, J. R., & Schallert, D. L. (2019). Reviewing how preservice teachers are prepared to teach reading processes: What the literature suggests and overlooks. Journal of Literacy Research, 51(2), 177\u2013195. https:\/\/doi.org\/10.1177\/1086296X19833297","journal-title":"Journal of Literacy Research"},{"key":"351_CR18","unstructured":"Honig, B., Diamond, L., & Gutlohn, L. (2018). Teaching reading sourcebook: For all educators working to improve reading achievement (3rd ed.). Arena Press."},{"key":"351_CR19","doi-asserted-by":"publisher","first-page":"392","DOI":"10.1177\/0022219409338736","volume":"42","author":"RM Joshi","year":"2009","unstructured":"Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M., Dean, E., & Smith, D. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42, 392\u2013402. https:\/\/doi.org\/10.1177\/0022219409338736","journal-title":"Journal of Learning Disabilities"},{"key":"351_CR20","volume-title":"Essentials of assessing, preventing and overcoming reading difficulties","author":"DA Kilpatrick","year":"2015","unstructured":"Kilpatrick, D. A. (2015). Essentials of assessing, preventing and overcoming reading difficulties. Wiley."},{"key":"351_CR21","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1007\/s11145-010-276-5","volume":"25","author":"JR Kirby","year":"2012","unstructured":"Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children\u2019s morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 25, 389\u2013410. https:\/\/doi.org\/10.1007\/s11145-010-276-5","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"key":"351_CR22","doi-asserted-by":"publisher","first-page":"106188","DOI":"10.1016\/j.jecp.2024.106188","volume":"253","author":"JR Kirby","year":"2025","unstructured":"Kirby, J. R., Deacon, S. H., Georgiou, G., Geier, K., Chan, J., & Parrila, R. (2025). Growth in reading and its predictors. Journal of Experimental Child Psychology, 253, 106188. https:\/\/doi.org\/10.1016\/j.jecp.2024.106188","journal-title":"Journal of Experimental Child Psychology"},{"key":"351_CR23","unstructured":"Lazich, S. (2018). An examination of teachers\u2019 disciplinary knowledge of early literacy instruction. [Doctoral dissertation, DePaul University]. ProQuest Dissertations & Theses Global."},{"issue":"3","key":"351_CR24","doi-asserted-by":"publisher","first-page":"142","DOI":"10.1007\/s11881-015-0104-0","volume":"65","author":"R Martinussen","year":"2015","unstructured":"Martinussen, R., Ferrari, J., Aitken, M., & Willows, D. (2015). Pre-service teachers\u2019 knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals Of Dyslexia, 65(3), 142\u2013158. https:\/\/doi.org\/10.1007\/s11881-015-0104-0","journal-title":"Annals of Dyslexia"},{"key":"351_CR25","doi-asserted-by":"publisher","first-page":"472","DOI":"10.1007\/s11881-001-0007-0","volume":"34","author":"N Mather","year":"2001","unstructured":"Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy education. Journal of Learning Disabilities, 34, 472\u2013482. https:\/\/doi.org\/10.1007\/s11881-001-0007-0","journal-title":"Journal of Learning Disabilities"},{"key":"351_CR26","doi-asserted-by":"publisher","first-page":"69","DOI":"10.1177\/002221940203500106","volume":"35","author":"D McCutchen","year":"2002","unstructured":"McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69\u201386. https:\/\/doi.org\/10.1177\/002221940203500106","journal-title":"Journal of Learning Disabilities"},{"issue":"11","key":"351_CR27","doi-asserted-by":"publisher","first-page":"1","DOI":"10.14221\/ajte.2017v42n11.1","volume":"42","author":"LJ Meeks","year":"2017","unstructured":"Meeks, L. J., & Kemp, C. R. (2017). How well prepared are Australian preservice teachers to teach early reading skills? Australian Journal of Teacher Education, 42(11), 1\u201317. https:\/\/doi.org\/10.14221\/ajte.2017v42n11.1","journal-title":"Australian Journal of Teacher Education"},{"key":"351_CR28","unstructured":"Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator.\u00a0Retrieved on June 20, 2025 from\u00a0https:\/\/www.aft.org\/ae\/summer2020\/moats"},{"key":"351_CR29","doi-asserted-by":"publisher","first-page":"81","DOI":"10.1007\/BF02648156","volume":"44","author":"LC Moats","year":"1994","unstructured":"Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81\u2013101.","journal-title":"Annals of Dyslexia"},{"key":"351_CR30","doi-asserted-by":"publisher","first-page":"387","DOI":"10.1177\/0022219409338735","volume":"42","author":"L Moats","year":"2009","unstructured":"Moats, L. (2009). Still wanted: Teachers with knowledge of language. Journal of Learning Disabilities, 42, 387\u2013391. https:\/\/doi.org\/10.1177\/0022219409338735","journal-title":"Journal of Learning Disabilities"},{"key":"351_CR31","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1007\/s11881-003-0003-7","volume":"53","author":"LC Moats","year":"2003","unstructured":"Moats, L. C., & Foorman, B. R. (2003). Measuring teachers\u2019 content knowledge of language and reading. Annals of Dyslexia, 53, 23\u201345. https:\/\/doi.org\/10.1007\/s11881-003-0003-7","journal-title":"Annals of Dyslexia"},{"key":"351_CR32","unstructured":"Ontario Human Rights Commission. (2022). Right to read: Public inquiry into human rights issues affecting students with reading disabilities.\u00a0Retrieved on June 20, 2025 from https:\/\/www3.ohrc.on.ca\/en\/right-read-inquiry-report-0"},{"key":"351_CR33","unstructured":"Ontario Human Rights Commission (2024). Two year anniversary update of the Right to Read Report.\u00a0Retrieved on June 20, 2025 from\u00a0https:\/\/www3.ohrc.on.ca\/en\/2-year-update-right-read-inquiry-report"},{"key":"351_CR34","doi-asserted-by":"publisher","first-page":"1153","DOI":"10.1007\/s11145-023-10432-4","volume":"37","author":"R Parrila","year":"2024","unstructured":"Parrila, R., Inoue, T., Dunn, K., Savage, R., & Georgiou, G. (2024). Connecting teachers\u2019 language knowledge, perceived ability and instructional practices to grade 1 students\u2019 literacy outcomes. Reading and Writing: An Interdisciplinary Journal, 37, 1153\u20131181. https:\/\/doi.org\/10.1007\/s11145-023-10432-4","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"issue":"3","key":"351_CR35","doi-asserted-by":"publisher","first-page":"224","DOI":"10.1080\/10888430902851364","volume":"13","author":"S Piasta","year":"2009","unstructured":"Piasta, S., Connor, D., Fishman, B., & Morison, F. (2009). Teachers\u2019 knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224\u2013248. https:\/\/doi.org\/10.1080\/10888430902851364","journal-title":"Scientific Studies of Reading"},{"key":"351_CR36","doi-asserted-by":"publisher","first-page":"79","DOI":"10.1007\/s11881-021-00242-0","volume":"72","author":"SB Porter","year":"2022","unstructured":"Porter, S. B., Odegard, T. N., McMahan, M., & Farris, E. A. (2022). Characterizing the knowledge of educators across the tiers of instructional support. Annals of Dyslexia, 72, 79\u201396. https:\/\/doi.org\/10.1007\/s11881-021-00242-0","journal-title":"Annals of Dyslexia"},{"key":"351_CR37","doi-asserted-by":"publisher","unstructured":"Puliatte, A., & Ehri, L. C. (2018). Do 2nd and 3rd grade teachers\u2019 linguistic knowledge and instructional practices predict spelling gains in weaker spellers? Reading and Writing: An Interdisciplinary Journal, 31(2), 239\u2013266. https:\/\/doi.org\/10.1007\/s11145-017-9783-8","DOI":"10.1007\/s11145-017-9783-8"},{"issue":"1","key":"351_CR38","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1080\/19404158.2014.891530","volume":"19","author":"D Tetley","year":"2014","unstructured":"Tetley, D., & Jones, C. (2014). Pre-service teachers\u2019 knowledge of language concepts: Relationships to field experiences. Australian Journal of Learning Difficulties, 19(1), 17\u201332. https:\/\/doi.org\/10.1080\/19404158.2014.891530","journal-title":"Australian Journal of Learning Difficulties"},{"issue":"3","key":"351_CR39","doi-asserted-by":"publisher","first-page":"305","DOI":"10.1002\/dys.1608","volume":"26","author":"EE Vaisman","year":"2019","unstructured":"Vaisman, E. E., & Kahn-Horwitz, J. (2019). English foreign language teachers\u2019 linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia, 26(3), 305\u2013322. https:\/\/doi.org\/10.1002\/dys.1608","journal-title":"Dyslexia"},{"key":"351_CR40","doi-asserted-by":"publisher","first-page":"75","DOI":"10.2307\/747031107","volume":"2","author":"R Venezky","year":"1967","unstructured":"Venezky, R. (1967). English orthography: Its graphical structure and its relation to sound. Reading Research Quarterly, 2, 75\u2013105. https:\/\/doi.org\/10.2307\/747031107","journal-title":"Reading Research Quarterly"},{"key":"351_CR41","doi-asserted-by":"publisher","first-page":"7","DOI":"10.1007\/s11881-015-0115-x","volume":"66","author":"EK Washburn","year":"2016","unstructured":"Washburn, E. K., Binks-Cantrell, E. S., Joshi, M. R., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia, 66, 7\u201326. https:\/\/doi.org\/10.1007\/s11881-015-0115-x","journal-title":"Annals of Dyslexia"},{"issue":"2","key":"351_CR42","doi-asserted-by":"publisher","first-page":"165","DOI":"10.1002\/dys.426","volume":"17","author":"EK Washburn","year":"2011","unstructured":"Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165\u2013183. https:\/\/doi.org\/10.1002\/dys.426","journal-title":"Dyslexia"},{"issue":"3","key":"351_CR43","doi-asserted-by":"publisher","first-page":"246","DOI":"10.1177\/0888406418806649","volume":"42","author":"EK Washburn","year":"2019","unstructured":"Washburn, E. K., & Mulcahy, C. A. (2019). Morphology matters, but what do teacher candidates know about it? Teacher Education and Special Education, 42(3), 246\u2013262. https:\/\/doi.org\/10.1177\/0888406418806649","journal-title":"Teacher Education and Special Education"},{"issue":"1","key":"351_CR44","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1007\/s11881-015-0110-2","volume":"66","author":"J Zhao","year":"2016","unstructured":"Zhao, J., Joshi, R., Dixon, L., Huang, L., Joshi, R. M., & Dixon, L. Q. (2016). Chinese EFL teachers\u2019 knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia, 66(1), 127\u2013146. https:\/\/doi.org\/10.1007\/s11881-015-0110-2","journal-title":"Annals of Dyslexia"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-025-00351-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-025-00351-0","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-025-00351-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,29]],"date-time":"2026-04-29T00:46:28Z","timestamp":1777423588000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11881-025-00351-0"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,10,24]]},"references-count":44,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2026,4]]}},"alternative-id":["351"],"URL":"https:\/\/doi.org\/10.1007\/s11881-025-00351-0","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,10,24]]},"assertion":[{"value":"23 March 2025","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"12 September 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"24 October 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors have no conflict of interest to disclose.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}