This article presents theoretical reflections and empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. A distinction is made between metacognitive awareness and metacognitive control processes. Experimental results suggest that poor comprehenders present less adequate…

Because current research offers little conclusive evidence that explicit metacognitive knowledge is necessary for effective reading, a study was designed to determine (1) if comprehension could be enhanced by activating subjects' awareness of appropriate strategies, and (2) which strategies, based on subjects' spontaneous reports, were most…

Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)

Investigates the relationship between auditory and visual processing modality and strategy instruction in first- and second-grade children. Determines sentence strategy to be effective for both auditory and visual processing. (HOD)