Verbal Self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. The effects of self-verbalization (as opposed to tutor verbalization) and strategy training employment of four training conditions: verbal self-instruction and strategy training; strategy training; verbal self-instruction; and materials control. Matching tests, given immediately following each of the four individual training sessions that each of the twelve subjects per condition received, were scored for response latency and errors. Results showed that while strategy training increased latency, self-verbalization both increased latency and reduced errors. (Author)