Using an effort toward comprehension paradigm developed by P. M. Auble, J. J. Franks, and S. A. Soraci, Jr. (1979), the worry component of state test anxiety was related to long-term memory for sentence encoding conditions that involved comprehension, but low effort (embedded-cue) and comprehension-high effort (post-cue). A noncomprehension control condition (no cue) was also included. Data from 84 female undergraduates in six experimental conditions were analyzed. The results indicated that worried students performed more poorly, but that effortful comprehension produced the same pattern of beneficial recall effects for both low and high worry students. Apparently, cognitive effort involved with sentence comprehension led to superior performance in both free recall and cued recall, independent of worry. (Author/DWH)