A new test for auditory perception (Auditory Analysis Test) was given to 284 kindergarten through grade 6 children. The instrument, consisting of 40 items, asks the testee to repeat a spoken word, then to repeat it again without certain specified phonemic elements--such as a beginning, ending or medially-positioned sound. Seven categories of item difficulty were proposed. Test results varied, both within and between class groups. Performance tended to improve with age and grade placement. Pearson Product Moment Correlations of individual AAT scores with Stanford Achievement Test reading scores yielded significant relationships (p <.01) ranging from .53 (grade 1) to .84 (grade 3). Analysis of errors supported the validity of test item difficulty and provided direction for the design of a treatment approach to auditory perceptual dysfunction. (Author)