The purpose of this diploma reseach paper is to study the contribution of reading comprehension strategies and self-monitoring strategies to learning and memorising new information, increase of writing accuracy, academic success, learning and school motivation in tutoring a student with learning disabilities and ADHD. The research was conducted from December 2017 to June 2018, with the participants being a student with reading and writing disabilities and ADHD, the student's mother and student's teacher. Methods used throughout the research were opservation, used while tutoring the student, and semi-structured interview with all of the participants. Data collected through opservation and semi-structured interview has been analysed using qualitative data theoretical thematic analysis. The findings showed that teaching the metacognitive self-monitoring strategy contributed to increase of writing accuracy and solving tasks, reading skills and reading and writing motivation, which fostered a change of attitude towards writing. The research has also shown there was a significant contibution of teaching reading comprehension cognitive strategies to content comprehension, improvement of logical thinking, memory speed and memory capacity, increase of academic success and academic motivation, which then fostered a change of attitude towards learning and shool commitments. It also helped the student become more independent in studying and apply the learnt strategies on his own. The findings of this research have shown that applying cognitive and metacognitive strategies while tutoring students with reading and writing disabilities and ADHD is both valuable and justified. Furthermore, in accordance with the findings, a significant value of education rehabilitator intervention in individual work with students with disabilities.