Integrating metacognitive skills into classroom instruction can help students to develop into active, independent readers and learners. B. Armbruster, in a summary of research on metacognition, examined reading to learn from a metacognitive perspective as it related to four variables: texts, tasks, strategies, and learner characteristics. "Text" refers to the textual features of learning materials which influence comprehension and memory. Different tasks that readers are required to perform require different processes. A related index of metacognitive development with regard to the task is the reader's ability to accurately predict his or her performance on the task. An additional category of metacognitive knowledge and control involves knowing how to remedy comprehension failures. Study strategies are important in reading to learn and can be applied to enhance text processing. A final category of metacognition in reading to learn is the awareness of the learner of his or her own characteristics--such as background knowledge, degree of interest, skills, and deficiencies. It is worth noting that learner characteristics, like texts, tasks, and strategies, are age and experience dependent. Awareness of metacognitive skills can be gleaned through instruction. (Contains eight references.) (RS)