This paper reviews the recent theoretical and empirical literature relevant to metacognition and reading comprehension. The first chapter presents a definition of metacognition and considers different types of metacognitive knowledge and the interaction among these types. The second chapter is concerned with the methods of teaching cognitive/metacognitive reading strategies. The third chapter deals with the instruments for assessing students' metacognitive knowledge. The last chapter presents the conclusions drawn from the previous literature and the author's recommendations for incorporating metacognitive knowledge into reading lessons. [This document was first published in 2004 by the Anglo Egyptian Bookshop, 165 Mohamad Farid St., Cairo, Egypt.]