Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL)