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

Results from an interventional study of neurodivergent college students taught metacognitive strategies for reading and writing are presented. While group differences were not observed,  significant effects were seen between strategy use and reading gains, and between writing gains and initial ability. Implications include tailoring interventions to match student academic profiles.