Brown and Barclay (1976) trained educable retarded children to use either of two memory search strategies, Anticipation or Rehearsal, involving a self-checking component. Following the training, both their free recall performance and their ability to estimate their readiness for a recall test improved significantly. In the present research, the students were tested for maintenance and generalization one year following the original training. The younger children (MA = six years) showed no effects of the training, whereas an older group (MA = eight years) both maintained the trained strategies on the original rote recall task and generalized it effectively to a novel situation involving gist recall of prose passages. In comparison to a pair of control groups, the students trained in the use of self-checking routines took more time studying, recalled more idea units from the passages, and further, their recall was more clearly related to the thematic importance of the constituent idea units, a pattern characteristic of developmentally more advanced subjects. (Author)