Two studies were conducted to determine the usefulness of the Sampling Organization and Recall through Strategies (SORTS) test and the effectiveness of teaching grouping strategies to young handicapped children (mean ages 9 and 6 years). In both studies, SORTS was used to develop and implement instruction in organizational strategy. In the first study, analysis of pre- and posttest scores indicated that the Ss (29 educable retarded students) increased their use of associative functional grouping and improved their recall ability after the training. The 28 children enrolled in transition classes in the second study received either associative grouping instruction (experimental group) or training in art techniques (control group). Results of pre- and posttest SORTS scores indicated that only the experimental group increased their use of associative groupings. Results of the two studies suggested that the test was a useful tool to assess and plan instruction in functional grouping strategy for young normal and handicapped children. (Three appendixes provide information on administration, directions, scoring and coding the SORTS.) (CL)