Introduction: Baddeley's model of working memory establishes the basis for identifying components that intervene in immediate repetition verbal tasks. Based on this model, the overall aim of the present study was to analyze the relationship between auditory sequential memory and verbal memory in students with intellectual disabilities and thereby propose a scale with which to compare each subject's test scores, by mental age. Method: Quantitative, non-experimental, cross-sectional, descriptive, and correlational study. Incidental non-probabilistic sample including 250 students with intellectual disabilities (123 female and 127 male students), who were assessed using the auditory sequential memory subtest of the Illinois Test of Psycholinguistic Aptitudes (ITPA) and the two lists of sentences from the Sentence Repetition Test (SentRep) with high semantic and high syntactic load. Results: Significant, positive relationships were observed between the semantic and morphosyntactic mediation lists and verbal memory, and also between each of these, the subject's mental age and auditory sequential memory. These results support the construction of two rankings to establish mental age equivalent in repetition of the two sentence types, in verbal memory, and in auditory sequential memory. Discussion/Conclusions: The tests applied here have been shown to be complementary, and the two rankings we constructed allow a subject's scores to be compared against his/her group. However, a future proposal is to expand the sample and thereby obtain norm referencing that represents the population with intellectual disabilities and supports the formulation of diagnostic hypotheses about the functional level attained by these students in phonological, syntactic and semantic processing.