Cognition, Metacognition, and Achievement of College Students with Learning Disabilities

Abstract

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparable, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

“…This suggests that although the two main components of cognition are independent constructs, they are closely and significantly correlated in many ways. This is in line with earlier studies (Brown & Kinshuk, 2016;Sperling, Howard, Miller, & Murphy, 2002;Trainin & Swanson, 2005), wherein learners differed from each other due to their high or low performance in the knowledge and regulation of cognition. In addition, a high level of knowledge of cognition could compensate for low regulatory ability in the same way that high regulatory ability can compensate for low level of knowledge of cognition (Carvalho & Yuzawa, 2001).…”

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

“…The "DEUG" GPA was used as a measure of academic performance rather than a one-time test that would not reflect the students' real academic level and would not be reliable enough to help categorize students as high and low achievers. Finally, a number of studies in the area of metacognition and self-regulated learning used cumulative GPA as a measure of academic performance and argued that it is a reliable measure in research (Trainin & Swanson, 2005;Young & Fry, 2008;Everson & Tobias, 1998;Nietfeld, Cao, & Osborne, 2005;Schraw, 1994).…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…Les quelques recherches à cet égard ont tout de même révélé que des interventions spécifiques visant le développement des habiletés métacognitives auprès d'apprenants en difficulté contribuent à une meilleure réussite scolaire (Mason, 2004;Reis, McGuire et Neu, 2000;Trainin et Swanson, 2005). En situation d'écriture, d'autres études ont soulevé le fait que des périodes réser-vées aux discussions entre les élèves, de même qu'entre l'enseignant et les élèves, avant la démarche rédactionnelle, peut contribuer à améliorer la compétence à écrire un texte (Berninger, Vaughan, Abbott, Begay, Coleman, Curtin, Hawkins et Graham, 2002).…”