A CVCC rhyming test, which had two slightly different types of auditory differentiation, was given to 273 kindergarten to third-grade children. A related rhyming test was also given to 62 of the kindergarten children. The rhyming category which required differentiation at the ends of words was more difficult than the category which required differentiation within the words. Correct responses increased with successive grade levels, but category differences remained. Sex differences were not significant. The rhyming test which had initial consonant similarities of stimulus and nonrhyming response words was more difficult for the kindergarten children than the rhyming test which did not have such similarities.