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We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.<\/jats:p>","DOI":"10.1177\/0022219415588850","type":"journal-article","created":{"date-parts":[[2015,5,29]],"date-time":"2015-05-29T22:56:46Z","timestamp":1432940206000},"page":"34-48","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":56,"title":["The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties"],"prefix":"10.1177","volume":"50","author":[{"given":"Th\u00e9r\u00e8se M.","family":"Chevalier","sequence":"first","affiliation":[{"name":"Department of Psychology & Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rauno","family":"Parrila","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology, University of Alberta, Edmonton, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Krista C.","family":"Ritchie","sequence":"additional","affiliation":[{"name":"IWK Health Centre, and Dalhousie University, Faculty of Medicine, Department of Community Health and Epidemiology, Halifax, Nova Scotia, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"S. H\u00e9l\u00e8ne","family":"Deacon","sequence":"additional","affiliation":[{"name":"Department of Psychology & Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2016,8,4]]},"reference":[{"issue":"3","key":"bibr1-0022219415588850","first-page":"83","volume":"46","author":"Allison D. B.","year":"1993","journal-title":"Journal of Group Psychotherapy Psychodrama & Sociometry"},{"key":"bibr2-0022219415588850","doi-asserted-by":"crossref","unstructured":"Alster E. H. (1997). The effects of extended time on algebra test scores for college students with and without learning disabilities. Journal of Learning Disabilities, 30(2), 222\u2013227. Retrieved from http:\/\/doi.org\/10.1177\/002221949703000210","DOI":"10.1177\/002221949703000210"},{"key":"bibr3-0022219415588850","doi-asserted-by":"crossref","unstructured":"Borkowski J., Estrada M., Milstead M., Hale C. (1989). 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