Loading...
The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties
Chevalier, Thérèse M. Parrila, Rauno Ritchie, Krista C. Deacon, S. Hélène
Chevalier, Thérèse M.
Parrila, Rauno
Ritchie, Krista C.
Deacon, S. Hélène
Abstract
We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.
Keywords
reading difficulties, learning and study strategies, metacognitive reading strategies
Date
2017
Type
Journal article
Journal
Journal of Learning Disabilities
Book
Volume
50
Issue
1
Page Range
34-48
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled