Oral Rote Sequencing Abilities of Kindergarten and Fourth-Grade Students

Abstract

A population of 300 Kindergarteners and fourth graders were asked to perform a series of rote sequencing language tasks which included naming the days of the week, the months of the year, saying the alphabet and counting. The subjects were also asked to name as many colors as they could. Provisional norms for the performance on these tasks were proposed from the data. The data suggest no difference in performance between the sexes in either grade population. Marked improvement in rote sequencing abilities appeared for all tasks between the two grade levels except for naming colors.