In response to a previous critique of her paper on self-monitoring of attention with learning disabled students, the author stresses the importance of effective curricula as a prerequisite to instruction in metacognitive strategies so that students know what to pay attention to. (Author/DB)

The literature on the use of self-monitoring of attention with learning disabled (LD) students is reviewed in terms of models of cognitive behavior modification, methodological concerns limiting the interpretability of self-monitoring research, problems LD students have in selecting what to pay attention to, and implications for instructional…

In response to a previous critique of their research on self-monitoring of attention with learning disabled students, the authors focus on such aspects as the theoretical conceptualizations of attention, the issue of improving attentional versus academic behavior, and the type of student for whom self-monitoring of attention is appropriate.…