부산대학교 도서관

This paper discusses the results of the Learning and Study Strategies Inventory (LASSI) administered to college students in order to identify similarities and differences between time of diagnosis of a learning disability and the development of learning strategies related to will, self-regulation, and skill components. Findings indicate that early identification (in K-12) and providing students with test-taking strategies may ameliorate academic success in higher education for students with learning disabilities. Recommendations for action will assist developmental educators to better serve college students with learning disabilities in higher education. Reprinted by permission of the publisher.