This study tested the perception-resynthesis performance of 80 normal-speaking first and third grade children. Stimuli consisted of 10 pairs of meaningful and meaningless CVC syllables. Phonemes were spoken in isolation and CVC syllables prepared with silent intervals of 50, 100, 200, and 400 msec between the phonemes. Children listened to these constructions and were asked to speak (reassemble) the CVC heard. Results indicate that correct responses significantly decrease as silent intervals are increased. Meaningless CVC syllables were much less easily resynthe-sized at all intervals than meaningful syllables. No significant differences were found between first and third grade children. The results are discussed in terms of the model used as the basis of the Illinois Test of Psycholinguistic Abilities as related to recent findings in coarticulation research.