Metacognitive Control Processes and Memory Deficits in Poor Comprehenders

Discusses theory and relevant empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. Two studies involving poor comprehenders and matched normal readers in Grades 2 and 5 by Bergamo and C. Cornoldi (unpublished) and C. Cornoldi et al (in preparation) are detailed. Data permit conclusions about 1 type of metacognitive control process, study time allocation strategies (STASs): Poor comprehenders possess a STAS, but apply it differently than do good comprehenders. Metacognitive knowledge influences performance, therefore educational interventions should help children reflect upon their own cognitive functioning