Metacognitive Reading and Study Strategies and Academic Achievement of University Students with and without a History of Reading Difficulties

Autor/inn/en	Bergey, Bradley W.; Deacon, S. Hélène; Parrila, Rauno K.
Titel	Metacognitive Reading and Study Strategies and Academic Achievement of University Students with and without a History of Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 50 (2017) 1, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415597020
Schlagwörter	Metacognition; Reading Strategies; Grade Point Average; Scores; Reading Difficulties; Reading Comprehension; At Risk Students; Academic Achievement; College Freshmen; Correlation; College Credits; Identification; Prediction; Cognitive Style; Measures (Individuals); Majors (Students); Statistical Analysis; STEM Education; Art Education; Social Sciences; Professional Education; Foreign Countries; Comparative Analysis; Learning Strategies; Study Skills; Questionnaires; Multivariate Analysis; Multiple Regression Analysis; Canada; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Reading difficulty; Leseschwierigkeit; Leseverstehen; Schulleistung; Studienanfänger; Korrelation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Identifikation; Identifizierung; Vorhersage; Cognitive styles; Kognitiver Stil; Messdaten; Statistische Analyse; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Berufsausbildung; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Fragebogen; Multivariate Analyse; Kanada
Abstract	University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01