Abstract: Metacognition refers to the knowledge and regulation of cognition. In the field of learning disabilities, metacognitive theory has contributed substantially both to understanding students’ underlying processing problems and to guiding development of instructional approaches that promote academic success. After a comprehensive literature review, the author point some unsolved basic questions. Further studies should focus on those questions, explore the underlying process deeply, and integrate cognitive, motive and effective factors for training learning disabilities to self-regulated learners.

Key words: learning disabilities, metacognition, monitor, control, strategies