Use and Coherence of Study Skills and Learning-Strategy Knowledge in Typically Developing Children and Children With Specific Learning Disabilities

Abstract

Difficulties with study skills are often reported in children with specific learning disabilities (SLDs), yet few studies have examined how strategy use relates to learning outcomes. This study investigated the perceived utility, actual use, and coherence of study strategies in 89 students with and 809 without SLD in Grades 3–8. The students completed strategy questionnaires and performed two study tasks; their teachers provided achievement ratings. Students with SLD reported lower use and perceived utility of functional strategies and showed greater incoherence between perceived utility and actual use. Across groups, regressions indicated that perceived utility of functional strategies predicted higher achievement, whereas the use and perceived utility of less functional strategies were detrimental to achievement. However, two strategy scores predicted achievement differently in the SLD group: The use of functional strategies and incoherence were unrelated to achievement. Findings point to the importance of helping students with SLD to strengthen effective strategy use and align perceived utility with actual use.