A study investigated the effects of verbalizing comprehension strategies on reading achievement, self-efficacy, and ability attributions of 26 children in grades four and five. The subjects, who had reading comprehension deficiencies, received instruction practice and opportunities. Within each grade, half of the subjects verbalized strategies prior to applying them to a reading passage and its accompanying questions, and the other half did not. A comparison of pretest and posttest scores on a variety of measures indicated that strategy verbalization led to higher reading comprehension, self-efficacy, and ability attributions across the two grades. Self-efficacy and ability attributions were positively related to one another and to subsequent performance. The findings suggest that the verbalization strategy should be applied to other reading skills. (Author/FL)