The ETS Story Sequence task was designed to assess the young child's understanding and use of language in story sequence using receptive and productive skills. The stimulus materials are black and white cartoon-type drawings on cards. Story Sequence I used in Years 1 and 2 of the study consists of two practice items (3 cards each) and two test items (3 and 4 cards); and Story Sequence II, used in Years 2 and 3, consists of four items (two use 3 cards each and two use 4 cards each). There are three types of items: receptive language, productive language using verbal recall, and productive language using child's story telling. Story Sequence I contains receptive language items only, and Story Sequence II assesses productive language. Results of testing 1,448 Year I subjects and 862 Year 2 subjects, which are tabulated, were subjected to item and factor analysis and analysis of variance. The analyses showed that girls performed better than boys and that scores generally improved with age. Significant SES differences were found, favoring children whose mothers had more schooling. With the exception of scores for the child's production of his own stories, scores correlated highest with tasks tapping general information processing skills. It is noted, however, that the productive items were the most difficult, and are not recommended for use with similar populations below the age range sampled (4-1/2-5-1/2 years). (For related documents, see TM 003 174-179, 181-198.) (DB)