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This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties ( n = 244) compared to students with no such history ( n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.<\/jats:p>","DOI":"10.1177\/0022219415597020","type":"journal-article","created":{"date-parts":[[2015,7,30]],"date-time":"2015-07-30T22:10:55Z","timestamp":1438294255000},"page":"81-94","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":61,"title":["Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties"],"prefix":"10.1177","volume":"50","author":[{"given":"Bradley W.","family":"Bergey","sequence":"first","affiliation":[{"name":"Dalhousie University, Halifax, NS, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"S. 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