The extent to which individual differences in pictograph recall performance are related to reading readiness and other aspects of language and cognitive development is examined in this paper. In each of three studies kindergarten children were taught names and toy enactions for approximately 30 pictographs. The kindergarteners were then administered the Pictograph Sentence Memory Task, which required reading a series of 6- to 8-item pictograph sentences and recalling each sentence after a short (10- or 15-second) delay period. Performance measures for these tasks included the number and order of pictographs recalled, the number of articles ("the") and verb inflections (/s/) included in the recall attempts, the number of decoding errors (corrected by the experimenter) made in reading the pictograph sentences, and the use of separate and integrated toy enactions. Moreover, the number of errors made in initially learning the individual pictograph names and enactions was recorded. Additional measures such as word recognition, oral word blending, metareading, nonverbal reasoning, metamemory, and auditory rehearsal, were performed in each of the three studies. Results indicate that learning the names and enactions corresponding to a rather large set of vocabulary items and recalling the meanings of pictograph sentences are both related to traditional measures of readiness and linguistic/cognitive development. (Author/JA)