A battery of tests requiring sequential responses, including WISC Digit Span, WISC Picture Arrangement, ITPA Digits, and ITPA Visual Motor Sequencing, was administered to 114 children. Fifty-seven children ranging in age from 6.6 to 13.7 years were clients referred to a reading clinic for diagnosis of reading difficulties; the other 57 were randomly selected normal readers of matched ages. The comparison of results showed that the normal readers scored significantly higher than the clinic readers on all tests. When the Detroit Tests of Memory for Related Syllables and Visual Memory of Letters were administered to 29 children of each group, the normal readers also significantly outperformed the clinic readers. The author suggested that observations by teachers in the class may be directed to pupil responses in reading and spelling tasks and when pupils show difficulty with sequence, more practice should be planned. Tables and references are included. (AW)