Research is presented on attention problems in children with learning disabilities, and suggestions for remediating the problems are offered. Variables involved are analyzed according to the setting (teacher-child ratio and lesson type); task (nature, props, and the rules); and teacher communication (number of teacher solicitations or questions, verbal reinforcement, and use of cues). The use of cognitive behavior modification, in which students are taught to talk to themselves about keeping on task, is also considered. A summary of 13 points of promoting attention includes organizing the setting to maximize time in a 1 to 1 teacher-child ratio; structuring the task tightly with clear rules, beginning and end points, and few transitions, and teaching children to cue and monitor their own behavior. (CL)