In this study 27 third graders and 27 sixth graders were given varying degrees of practice in sorting salient, categorized word lists. The purpose of the practice conditions was to encourage different levels of grouping strategies in a subsequent free recall task using similar categorized materials. Children in a Materials Only condition were allowed to read through practice materials before the memory recall task. Subjects in a Maximal Practice condition were given two practice trials and told that grouping words that "belong" together improves later memory recall; corrective feedback was given to facilitate the use of optimal sorting strategies. Subjects in a Within Subjects Practice condition received no sorting instruction or feedback for their first practice trial, but received both during the second. Findings on one measure of several measures taken are reported here: total number of unique items rehearsed together per rehearsal set. The overall pattern of results suggests that, for younger children, optimal practice in mnemonic strategies includes instruction and feedback cues. In addition to using the same practice cues, older children seem to use a metamemorial component (when available) to facilitate their memory performance. (RH)