The experiment reported here investigated how verbalization of subtraction with regrouping operations influenced learning disabled students' self-efficacy and skillful performance, and also explored how effort attributional feedback affected these achievement behaviors. Learning disabled students (N=90) from grades 6 through 8 received training and solved problems over six 45-minute sessions. Some students verbalized aloud while solving problems (continuous verbalization); those in a second condition verbalized only during the first half of training (discontinued verbalization); students in a third condition did not verbalize (no verbalization). All students were periodically monitored and either received effort feedback during the first half of training, effort feedback during the second half of training, or no effort feedback. Continuous verbalization led to higher self-efficacy, and effort feedback promoted these achievement behaviors more than no feedback. Delivering effort feedback during the first half of training enhanced effort attributions. Findings support the notion that private speech can help regulate task performance. References, footnotes, and a data table are appended. (Author/CL)