A review was conducted of the research on error detection studies completed with children, adolescents, and young adults to determine at what age children begin to detect errors in texts. The studies were grouped according to the subjects' ages. The focus of the review was on the following aspects of each study: the hypothesis that guided the work, the age of the subjects, the task demands for the subjects, the design of the study, whether subjects were alerted to upcoming problems of one sort or another in the text, outcomes, and special comments. The results suggest that little research on error detection has been conducted with beginning readers. Furthermore, since the research has been almost exclusively cross-sectional, it reveals very little about when children begin to monitor their comprehension and how their error detection ability develops. Discussion centers upon the meager evidence of children's ability to detect errors when in the early stages of reading development, the differences between listening comprehension and error detection development, and the potential impact that alerting children to upcoming problems in the text may create. A future longitudinal study should track variance in student ability, text characteristics, teacher interactions, and home influences from the time children begin reading until they are proficient readers. (Six tables are included; 73 references are attached.) (Author/PRA)