Short-term visual memory has attracted the attention of psychologists and educators for years. The present review examines some of the most widely used tests of short-term memory for visual form in relation to academic achievement. While a number of studies report significant relationships between short-term visual memory and reading ability, some data are equivocal. The paucity of hard data on the effectiveness of remediation is discussed; suggestions for testing memory functions in very young children are offered.
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