The purpose of this quantitative correlational study was to examine if, and to what extent, a correlation existed between dimensions of metacognitive reading strategies with the grade point averages (GPAs) of college students with learning disabilities and attention disorders in four-year colleges in the United States. Flavell's theory of the dimensions of metacognitive knowledge of reading strategies formed the theoretical foundation for the study. Responses from the validated survey of the Metacognitive Assessment of Reading Strategies Inventory--Revised (MARSI-R) were used to gather self-reported scores for averages of Total reading strategies and Global, Problem Solving, and Support reading strategies. These scores were correlated with the students' self-reported GPAs (ranging from 2.0 to 4.0). Qualtrics disseminated the surveys in research panels to obtain 102 completed surveys. Four research questions examined if a statistically significant correlation existed between the response scores on the MARSI-R and the students' self-reported GPAs ranging from 2.0 to 4.0. The data was analyzed using a Kendall's Tau correlation analysis. The results showed that there was no statistically significant relationship between Total MARSI-R response scores and students' GPAs (r[subscript k]=0.07, p=0.350) or between Global reading strategies and students' GPAs (r[subscript k]=0.14, p=0.071). Similarly, statistically significant relationships were not found between Problem-solving reading strategies and GPAs (r[subscript k]=-0.03, p=0.710) or between Support reading strategies and students' GPAs (r[subscript k]=0.07, p=0.387). These results should be interpreted with caution due to a smaller sample size. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]