The metacognitive aspects of reading include knowledge about and regulation of the mental processes involved. The knowledge component includes self-knowledge, which is awareness of personal strengths and weaknesses, and task-knowledge, which is awareness of the characteristics of the task and appropriate strategies for dealing with them. The regulation component refers to the functions of planning, monitoring, and revising. Recent interest in this area has spurred many investigations which use introspection or behavioral changes when text or purpose are controlled as indicators of knowledge or control of cognitive processes. There appears to be some confusion in recent literature as to whether metacognition is a new or old issue in reading education. A review of the literature supports the contention that the knowledge and skills referred to as metacognition have a rich history. These concepts have been investigated and advocated as necessary for effective comprehension throughout this century. Current researchers may gain insight into this area by looking into the past. (Fifty-eight references are attached.) (SR)