A total of 72 motorically or nonmotorically impaired, learning disabled, elementary grade children were given tasks of auditory synthesis and analysis to determine possible differences. Ss were asked to either separate sounds of a word (analysis) or blend sounds into a word (synthesis). Results indicated that nonmotorically impaired children were significantly more able to analyze words, that no significant difference existed between motorically and nonmotorically impaired children in the ability to synthesize words, and that synthesis skills were significantly superior to analysis skills in both groups of Ss. (DB)