A testing instrument, the Experimental Phoneme Sequence Test (EPST), was devised to collect baseline information for studying receptive knowledge of phoneme sequencing in normal articulating kindergarten and elementary school children. One hundred kindergarten through fourth-grade children, five male and five female subjects at each half-year interval, completed the EPST as well as tests of hearing acuity for pure tones, the Fisher-Logemann Test of Articulation Competence, and the Auditory Sequential Memory Subtest of the Illinois Test of Psycholinguistic Abilities. Analyses of results revealed that the EPST could be used to gather baseline information for studying receptive phoneme sequencing knowledge in normal articulating children. The EPST is still experimental in nature, however, and needs additional refinement before it can be used clinically. There were no differences in receptive phoneme sequencing between the sexes. Older children correctly identified significantly more phoneme sequences than did younger children. All subjects correctly identified more impossible initial phoneme sequences than any other phoneme sequence type. (Author/AA)