This report considers the various facets of metacognition and their relation to adult literacy. The first section provides definitions of literacy and discusses the issue of single versus multiple factor hypotheses. The second section looks at the foundation of research on metacognition and literacy development in children. It examines whether this research can be generalized to adults or whether its implications must be transformed in nondevelopmental models. The third section defines metacognition in the context of adult literacy. It considers the sparse research that has been done to date and suggests multiple directions for future research. The fourth section defines some individual variables that may affect metacognition: age, gender, and ability; cultural background and beliefs; personal language; and motivation and self-perception. The fifth section discusses instructional approaches designed to enhance both metacognition and literacy proficiency. The final section addresses assessment issues, including whether metacognition has been measured adequately in adults and how it might be measured to promote instruction and reflection. A conclusion offers speculations about future directions for research. Contains 63 references. (Author/YLB)