This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly assigned to 1 of 3 treatment groups: product goal, process goal, or a combination of process goal and progress feedback. Subjects received daily 35-minute training for 15 school days, working on instructional material covering comprehension of main ideas. Results indicated that (1) the combined treatment group demonstrated significantly higher performance on the self-efficacy and skill tests than the process-goal and product-goal conditions; and (2) combined and process-goal conditions judged perceived progress in strategy learning higher than product-goal subjects. Findings suggest that remedial readers benefited from explicit feedback on their mastery of a comprehension strategy. (One table of data is included; 23 references are attached.) (RS)