The concept of metacognition involves two processes: an awareness of certain skills--strategies and resources that are needed to perform a task effectively--and the ability to use self-regulatory mechanisms to ensure the successful completion of the given task. A review of the literature suggests that (1) metacognitive development differs among all levels of readers and all age groups; (2) metacognition tends to improve with age and develops more adequately with proper instruction; (3) adult/college level students seem to demonstrate some of the metacognitive skills but may possess deficiencies; (4) adult/college level students may be the most successful trainees for metacognitive instruction because they seem to be more aware and capable of self-monitoring while reading than younger students are; and (5) some of the specific strategies to aid text mastery are skimming, scanning, notetaking, summarizing, previewing, outlining, signal words, selective questioning, and cloze procedure. Each of these strategies requires specific steps for application. Use of metacognitive strategies by college and adult readers is essential and should be introduced to college students through direct instruction and practice. (Included is a chart that lists each of the nine metacognitive strategies and the steps needed to apply them.) (HOD)