Three experiments are reported which examine the effects of processing aids on text memory in subjects of different ages. For older subjects, superior text memory and closer correspondence between their text memory and short term storage capacities are obtained, as compared with those obtained for younger ones, when they are given cues for macro structure of scientific prose before they read them. However, no evidence are obtained for developmental increases in short term memory capacities. The results are discussed in terms of developmentally obtained efficiency in processing, subsequent decreases in processing resources allocated for processing, and increases in resources that become available for storage as a result.