The role of metacognition in explaining the relationship between early adversity and reading comprehension

The present study investigated the relationship between adverse childhood experiences and reading comprehension as well as the relationship between current trauma symptoms and reading comprehension. Each of these relationships were investigated as being mediated by academic metacognition (i.e., knowledge and regulation of cognition while completing learning tasks) and maladaptive metacognition (i.e., a lack of confidence in cognitions, positive...