Learning disabled and average readers' working memory and comprehension: does metacognition play a role?

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Working memory deficits are linked to poor reading comprehension in learning disabled readers.
• The role of metacognition in reading comprehension, beyond working memory and word knowledge, requires further investigation.

Purpose of the Study:

• To determine if working memory deficits in learning disabled readers are part of a general system.
• To examine if metacognition influences reading comprehension independently of working memory and word knowledge.

Main Methods:

• Compared learning disabled (N=60) and average readers (N=60) on reading tests, a Sentence Span test, and a Metacognitive Questionnaire.
• Analyzed performance differences and within-group correlations between working memory, vocabulary, metacognition, and reading comprehension.

Main Results:

• Significant differences were found in working memory, vocabulary, and reading measures between the groups.
• Metacognitive Questionnaire performance was comparable between ability groups.
• Metacognition best predicted learning disabled readers' comprehension, while working memory best predicted average readers' comprehension.

Conclusions:

• Working memory deficits in learning disabled readers may be mediated by metacognition.
• Different cognitive factors contribute to reading comprehension in learning disabled versus average readers.