Normal children (N=8) and two groups of 8 learning disabled (LD) elementary grade children, one with and one without a short-term memory deficit, were administered a battery of questions concerning knowledge of how their memories function (metamemory). Metamemory was found to be deficient only in the subgroup of LD children with a short-term memory deficit (as indexed by poor performance on the Wechsler Intelligence Scale for Children-Revised digit span subtest). LD children without this memory deficit did not differ from normal children in metamemory. Relationships among memory, metamemory, and reading and math achievement were also explored. It was concluded that metamemory deficits, previously thought to characterize LD children in general, are found only in a relatively small subgroup of LD children. Nevertheless, for this subgroup the hypothesis of a metamemorial deficit appears to have some support. (Author/CL)