The purpose of this study was to examine the use of auditory memory tests to predict reading achievement of elementary pupils. Auditory memory was defined as the ability of an individual to reproduce digits, letters, sounds, words, or serial commands, immediately and correctly, in sequential order, after having heard them only once. One hundred eighty pupils were randomly selected from the second, fourth, and sixth grades as subjects for the study. Data were collected for reading and vocabulary achievement (Gates-MacGinitie Reading Tests). Eleven individualized tests were used to test auditory memory. Nine tests showed significant correlations to total reading scores, five tests showed significant correlations to the vocabulary scores, and nine tests showed significant correlations to comprehension scores. Auditory memory tests which significantly added to the prediction equation for total reading were listening comprehension (Durrell), oral directions (DTLA), sound blending (ITPA), and memory for sequence (G-F-W); for vocabulary, listening comprehension and sound blending; for comprehension, oral directions, digit span (WISC), sound blending, and memory for sequence. (Author/MKM)