Individual Differences Predict Responses to a Metacognitive Intervention Training Aimed at Improving Academic Skills in Neurodivergent College Students

Results from an intervention study of neurodivergent college students taught metacognitive strategies for reading and writing are presented. While overall improvements were not observed, significant correlations were seen between reading gains and strategy use and between writing gains and initial writing ability. Implications, including tailoring future metacognitive training, are discussed.