Metacognitive Awareness of Reading Strategies as Predictors of Reading Comprehension Achievement among Students with Learning Disabilities in Nigeria

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities reading difficulties. Previous studies focused more on interventions to improve comprehension achievement than influence metacognitive strategies achievement. This study, therefore, investigated awareness (before, during and after) Senior Secondary Schools (SSS) Ibadan, Nigeria. The study adopted a descriptive research design. A sample 100 was purposively selected from nine SSS Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness Strategies Questionnaire Comprehension Test. Data collected analyzed using Multiple regression analysis at 0.05 level significance. There joint contribution independent variables (metacognitive before, after strategies) (F(3,96)=3.61; R2=0.101). result also reveals relative contributions as follows: before (β = 0.25), 0.23) -0.17) strategies. concludes disabilities. It therefore recommended should be trained use improved