The effect of three levels of short-term memory (STM) and four learning modes (control, chunking organizational strategy, programmed instruction, and adjunct questions) on prose learning and recall was studied. The participants in this study were educational psychology students at Towson State College in Maryland. Significant STM and learning mode effects on immediate and delayed posttests suggested two conclusions: (1) that low STM subjects are generally handicapped in comparison to high STM subjects, and (2) that prose materials used without modification may not lead to optimum performance. Substantial and significant correlations between STM and test scores on the delayed posttest suggested further research uses for the STM test. (Author/LL)