Reported is a study of the teaching and transfer of seriation strategies using non-visual variables with first-grade children. Sixty first-grade children were administered Piaget's stick seriation task and classified as stage I (non-seriators) and stage III (seriators). From this group 24 were chosen and assigned to strategy treatment groups. Treatment group one, Extreme Value Selection Strategy (EVS), was taught to seriate the materials using a strategy which focused on choosing the greatest element from the unordered elements and placing it next in the row until all objects were in order. Treatment two, Insertion Strategy (INS), was taught to seriate by choosing randomly and then placing in proper position. Treatment group three, the control (CON), simply practiced the seriation task with feedback on correction. Groups were taught in three separate sessions. Data were collected on number of trials to criterion which was defined as the successful completion of the task using the exact strategy taught. A Kendall's Tau correlation was computed on posttest results to judge the degree of correctness for each task. Multivariate analysis indicated significant differences (p less than .05) with the EVS strategy group's mean scores superior to the INS or CON groups, and the INS group superior to the CON group. Analysis of trials to criterion (TTC) data showed no difference between stage I and stage III children. (Author/EB)