Given the successful use of selective reminding measures of learning and memory in experimental research, initial normative and psychometric data was collected to assess the potential clinical utility of a selective reminding measure with children. Sixty-six 5- to 8-year-old children were administered counterbalanced alternate forms of the selective reminding measure at two test periods separated by about four hours. Two of the three alternate forms tested were found to be of comparable difficulty, with the third being associated with slightly lower levels of performance. Statistical comparisons across the two test periods indicated that little practice effect occurs with the measure. Test-retest reliability coefficients were comparable to those found on some more established neuropsychological measures. It is hoped that the promise shown by this initial data will stimulate further clinical use and development of the selective reminding measure.