The auditory reassembly ability of 160 children drawn from the total third- and fifth-grade populations of three public elementary schools was investigated as a function of grade level and reading ability. The stimuli were temporally segmented consonant-vowel-consonant monosyllables with interphonemic intervals of 100, 200, 300, and 400 milliseconds. Analysis of results indicated that older readers reassemble more adequately than younger readers, that good readers are superior to poor readers in auditory reassembly ability, that the duration of the interphonemic interval affects reassembly performance, and that meaningful stimuli are easier to reassemble than are nonmeaningful stimuli. (Author/AA)