The relationship between color cues, figure form, and size discrimination was investigated. Subjects were 28 kindergarten students selected at random from a lower socioeconomic elementary school and 28 grade-3 students from the same school. From a higher socioeconomic area school, 28 grade-3 students were selected. In addition, 12 slow readers in grades 4, 5, and 6 were matched with 12 normal readers from a different school. Cards were presented representing (1) a color, form, size discrimination, (2) a color-form distinction, and (3) color against size. Significant differences (.05) were obtained between kindergarten and grade-3 children on perceptual discrimination tasks. Kindergarten children tended to choose color as a basis for similarity over form or size. Also, results indicated a preference of form over size and direction over nondirection. A hierarchy of cue difficulty or a hierarchy of learning was suggested. Normal and slow readers did not differ on the perceptual discrimination tasks. Tables and references are included. (WB)