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

Thérèse M. Chevalier*, Rauno Parrila, Krista C. Ritchie, S. Hélène Deacon

*Corresponding author for this work

Research output: Contribution to journalArticle

22 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)34-48
Number of pages15
JournalJournal of Learning Disabilities
Volume50
Issue number1
DOIs
Publication statusPublished - Jan 2017
Externally publishedYes

Keywords

  • reading difficulties
  • learning and study strategies
  • metacognitive reading strategies

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