A Response to Hallahan and Lloyd

Abstract

I welcome the opportunity to participate in this open exchange of ideas regarding the use of self-monitoring procedures with learning disabled children. Hallahan and Lloyd's reply suggests that the difference between our points of view is not substantive, but rather a matter of emphasis. Thus, Hallahan and Lloyd emphasize the importance of strategy training, whereas I stress the importance of effective curricula as a prerequisite to instruction in metacognitive strategies. Instructional variables are often ignored; however, excellent curricula cannot be taken for granted. Insight and experience are required to design integrated curricula that maximize learning by assuring that students know what to pay attention to. I will briefly respond to each of Hallahan and Lloyd's six points (see p. 153).