Abstract
Summary This paper consists of a review of relevant research into children's metacognitive knowledge about reading. The focus is on children's verbalized knowledge about various aspects of reading (gained primarily from interviews) rather than the regulation of that knowledge which tends to be the other well represented division in metacognitive research (Brown, 1979). Consideration is first given to the child's developing concepts about the nature of words, an aspect of linguistic awareness (Mattingly, 1972). Research seeking more global views of children's metacognitive knowledge is then discussed prior to a review of several more comprehensive studies which employed multi‐item interview schedules.
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