ABSTRACT
Inattentive, passive, and disorganized are terms sometimes used to describe the learning characteristics of individuals with reading disabilities. Their inattentiveness, passivity, and disorganization have been attributed to their failure to use goal-oriented strategies effectively, efficiently, and flexibly (e.g., Meitzer, 1993; Winograd, cited in Johnston & Winograd, 1985; Wong, cited in Johnston & Winograd, 1985). In recent years, educators and psychologists describe this failure as a lack of metacognition or failure to think about thinking (e.g., Meitzer, 1993; Torgesen, 1994). In contrast, more successful readers are referred to as active learners who engage in metacognitive activities which include planning before reading, monitoring understanding during reading, and checking outcomes after reading (Brown & Palincsar, cited in Johnston & Winograd, 1985). It is generally agreed that, compared to their normally achieving peers, many poor comprehenders demonstrate metacognitive deficits.
