The relationship between visual recognition memory and performance on a paired-associate task for good and poor readers was investigated. Subjects were three groups of 21, 21, and 22 children each, with mean IQ's of 98.2, 108.1, and 118.0, respectively. Three experimental tasks, individually administered to each subject, measured visual recognition memory (VRM), paired-associate learning (PAL), and association ability (PA). The Gibson letter-like stimuli were used in the VRM and PAL tests, and colors were used with vowels in the PA test. A 2x3 analysis of variance on the PAL data indicated that visual recognition memory was a significant main effect. This result supported the hypothesis that children with high visual recognition memory will do better on a PAL task than children with low visual recognition memory. Visual recognition memory was found to be independent of IQ, and as hypothesized, good readers scored higher on the VRM tasks than did poor readers. However, differences between good and poor readers on the PA and PAL tasks were not found. Tables and references are included. (Author/CM)