At the end of first grade arithmetic and reading achievement scores of 84 children were correlated with power and precision of Bender Memory using the Bender Visual Memory Technique. Of the 20 correlations, 16 were significant. Support for recommended use of the Bender Visual Memory Technique as a clinical or diagnostic screening instrument for early assessment of arithmetic skill is provided.

This paper presents evidence that the Snyder/Pope Visual Memory Technique utilizing the Bender-Gestalt Test is a useful predictor of reading ability for first grade children. Subjects were administered the Bender Visual Memory Technique, the Bender-Gestalt Test, and the Digit Span subtest of the WISC-R at the beginning of first grade. The same children were administered the Reading subtest of the Wide Range Achievement Test at the end of first grade. Category scores of the Visual Memory Technique were correlated with the reading achievement results. One category, Rcc (an error-free recall of an error-free original drawing), correlated significantly with later reading ability (r = .43, p = .01). The Digit Span and reading achievement relationship was not found to be significant. Short-term visual recall is probably highly related to the reading task at Grade 1 and should be assessed when children begin to learn to read. Diagnosticians are encouraged to use the technique with attention to the precision category, Recall correct from correct.

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