The first step in learning to read is to recognize the visual language code as equivalent to the auditory code. The next step is the translation between auditory and visual information as well as between temporal and spatial organizations. The factors contributing to such translations are divided into six subprocesses: auditory sequence perception, visual sequence perception, temporal sequence perception, spatial sequence perception, audiovisual integration, and temporal-spatial integration. Nine tests were devised to measure the ability of 40 third graders in these six subprocesses. The tests were based on sequences of dots or beeps to be paired with or differentiated from other sequences. It was hypothesized that the three tests based on the subprocesses requiring no translation would be the easiest; this hypothesis was not confirmed. Difficulty was determined by the stimulus modality of the first pattern which had to be remembered for comparison with the second. A mean of 2.43 errors occurred on tests having a visual-spatial pattern first. A mean of 5.35 errors occurred when an auditory-temporal or visual-temporal pattern was first. Sequence perception scores showed low relationships with reading scores. (WL)