The indices of self-regulation in students nearing the end of developmental correction instruction are compared with those of students of ordinary comprehensive schools. The comparison reveals significant differences in mental development and self-regulation, with students of correction classes displaying insufficient levels of situation modeling and outcome appraisal which characterize the system of conscious self-regulation of learning activity. The study has also revealed significantly lower levels of operational experience, especially structural components of self-regulatory skills, as well as a direct connection between these skills and success of learning activity.