This study attempted to verify a strategic metacognition model of an efficient, successful science reader based on an analytical induction of reading research results; develop a valid objective assessment instrument; and provide a profile of middle school students' metacognitive knowledge about science reading, science test, and text reading strategies. A 63-item test was developed and given to 532 students in British Columbia (Canada). Interviews also provided data. Results indicate that middle school students have limited knowledge about science reading, science text, and text reading strategies. High ability readers had significantly different scores on the metacognitive test than did low ability readers. It appears that grade level does not increase metacognitive awareness of science reading and science text. (PR)