To determine if auditory sequential memory (ASM) in young children can be improved through training and to discover the effects of such training on the reading scores of children with reading problems, a study was conducted involving 92 second and third graders. For purposes of this study, auditory sequential memory was defined as the ability to retain auditorily presented information in proper sequence for the purposes of immediate action or recall. The students were assigned to one of four groups: a group receiving training in ASM, a group receiving training for sustained attention to task, a cognitive enrichment group, and a control group which received no treatment intervention. The children were asked to follow oral directions to complete a series of tasks. The directions varied according to the function of the group. The findings indicate that specific training for ASM resulted in improved ASM and that training for attention had a similar effect. Training for attention, however, did not result in reading improvement nor did the control group improve. Reading accuracy scores of the ASM group were higher than those of the other groups, but not significantly higher than those of the cognitive enrichment group. Reading comprehension was not affected differentially by the treatments. (FL)