{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:05:21Z","timestamp":1777892721725,"version":"3.51.4"},"reference-count":94,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2010,7,6]],"date-time":"2010-07-06T00:00:00Z","timestamp":1278374400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2011,1]]},"abstract":"<jats:p>\n                    This study investigated the extent to which children\u2019s knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (\n                    <jats:italic toggle=\"yes\">N<\/jats:italic>\n                    = 85). Participants provided rich and accurate information about reading disabilities and the academic and emotional implications of having a reading disability. Children\u2019s knowledge about the characteristics of reading disabilities was positively associated with reading comprehension, and preoccupation with their own disability was negatively associated with reading comprehension. Girls reported higher levels of preoccupation and anxiety than boys did. In addition to gender, children\u2019s reading comprehension, trait anxiety, and perceptions of their mothers\u2019 worry about their reading disabilities predicted their preoccupation with their own disability. Children with the most adaptive profile in terms of reading comprehension and anxiety were those who had high levels of knowledge and low levels of preoccupation with their disability.\n                  <\/jats:p>","DOI":"10.1177\/0022219410374999","type":"journal-article","created":{"date-parts":[[2010,7,6]],"date-time":"2010-07-06T23:17:26Z","timestamp":1278458246000},"page":"80-93","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":3,"title":["Knowledge About and Preoccupation With Reading Disabilities: A Delicate Balance"],"prefix":"10.1177","volume":"44","author":[{"given":"Michal","family":"Shany","sequence":"first","affiliation":[{"name":"University of Haifa, Haifa, Israel,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Judith","family":"Wiener","sequence":"additional","affiliation":[{"name":"University of Toronto, Toronto, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Liat","family":"Feingold","sequence":"additional","affiliation":[{"name":"University of Haifa, Haifa, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2010,7,6]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1008128417862"},{"key":"e_1_2_1_2_1","volume-title":"Perceived self-efficacy and cognitive rumination. 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