Several researchers have attempted to measure sequencing and integration in the decoding process in an effort to isolate some independent variables that may contribute to reading retardation, but most have measured the ability of children to manipulate nonverbal material. It is unclear whether nonverbal tests measure the same processes involved in beginning reading. In light of this, three perceptual tests more closely related to beginning reading were developed: visual sequential memory for letters, auditory sequential memory for phonemes, and visual-auditory integration. Ninety-seven third grade students were grouped according to below average reading ability, and average or above average ability and given the three perceptual tests. The disabled readers scored significantly lower than the average or above average readers on the measure of visual sequential memory for letters. The disabled readers had sufficient attention and perceptual ability to successfully cope with tasks involving auditory sequential memory and visual-auditory integration. Primary teachers and reading specialists may need to consider implementing a program involving visual sequential memory for letters, as the inability of many disabled readers to cope with these tasks may be preventing them from acquiring the sight vocabulary needed for reading ability development. (HTH)