TITLE

COGNITION, METACOGNITION, AND ACHIEVEMENT OF COLLEGE STUDENTS WITH LEARNING DISABILITIES

AUTHOR(S)
Trainin, Guy; Swanson, H. Lee
PUB. DATE
October 2005
SOURCE
Learning Disability Quarterly;Fall2005, Vol. 28 Issue 4, p261
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
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 comparahle, 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.
ACCESSION #
18900452

 

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